Given the changing demographics and political landscape of US PK-12 education especially since the beginning of the twenty-first century, there is a great moral imperative to develop and support critically reflective teachers who will be able to survive and thrive in a contested sociopolitical climate. Arguably one of the most urgent issues confronting US PK-12 education is the widespread public perception that those who are involved with the education of children and youth are not responding to the needs of an increasingly diverse student population.