This book documents how preservice and inservice English teachers negotiate the transfer of the social justice pedagogies they learn in university methods classes to their own work as beginning fulltime teachers. Based on a set of teacher narratives this critical and evidencebased view of English teachers interpretations of responses to and embodiments of social justice explores the complex shifts and concessions that English teachers often make when transitioning between preservice and inservice spaces shifts which cause teachers to embrace and negotiate a social justice agenda in their classrooms or for some to modify or even abandon it altogether. This work also offers a fresh perspective on the specific contextdependent pathways and mechanisms through which English teachers enter school culture and respond to their own racial sexual and financial positions in relation to the gendered raced and classed positions of their schools students and classrooms.