This book is written as a part of a process of inquiry initiated by my desire to pursue community-based ethnographic research that is critical, collaborative, academically rigorous and socially responsive. I examined the practicum classroom as a site of struggle and activism and investigated some of the challenges faced by pre-service teacher candidates trying to teach controversial issues in their practicum. I am concerned with how they negotiate a critical, inclusionary space in the curriculum and some of the resulting consequences of taking up a critical teaching practice. The study was...