Re-imagining teacher professional learning for social change

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Focusing on teacher professional learning, this research examines its role in promoting social justice and equity within education. It critiques the prevailing technical approaches and highlights how existing discourses can hinder diversity and innovation. The study emphasizes the importance of dialectical debate, critical inquiry, and disruption in fostering change. It argues for the necessity of re-imagining entrenched practices to achieve an emancipatory educational vision, offering insights for transforming teacher development and classroom practices.