Abstract
This chapter reports on how one initial teacher educator in a master’s level program worked with three of his students to address issues raised by their school, supervising teacher, or school community about their gender, race, sexuality, and/or labeled disability. Initial teacher education should be designed to shape how a student teacher will act when they find themselves as the teacher; therefore, their learning needs to be deeply embedded in their perceptions of school and their role as the teacher (Loughran, International handbook of self-study of teaching and teacher education practices, Springer, 2007, pp. 7–40). Through interconnections of the initial teacher educator and three student teachers, three case studies are presented on how these student teachers’ Master of Teaching and Learning degree program promoted, supported, and facilitated their social justice to overcome conditions of oppression and inequality.