Navigating contradictory communities of practice in learning to teach for social justice

In this article, I explore the contradictions that four new teachers experienced as their commitments to social justice collide with urban school culture. Framed within jean Lave and Etienne Wenger's (1999) theory of situated learning and development concepts of identity, practice, and relationships illustrate how teachers' ideals are challenged as socializing features of two communities of practice-the universities and schools-intersect in new teachers' development. This research contributes empirical evidence of the application of critical multicultural teacher preparation into practice, a cultural representation of how educational inequities are reproduced or disrupted in the situated contexts of urban schools, an application of Lave and Wenger's theory of Legitimate Peripheral Participation that incorporates formal and informal education across multiple activity settings, and a call for collaborative communities of practice that support teachers' situated learning in creating transformative practices.