The research for this dissertation is presented in manuscript format with an introduction, an in-depth outline of three manuscripts related to this study, and a conclusion that follows. As design-based research serving as the foundation to this work, the first manuscript used networked inquiry to uncover what teachers need in order to transform their classroom instruction to infuse socially just practices. The second manuscript used the figured worlds theoretical framework (Holland et. al 1998) to examine the identity transformations of experienced teachers. And, the third manuscript explored the connection between novice teachers and socially just innovative mentor teachers and its impact on newly developed classroom structures. Finally, the work concludes with implications for classroom teachers, teacher education, and administrators along with suggestions toward further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]