The research reported on in this article investigates a question that continues to perplex educators: How might a carefully designed course that provides opportunities for changes in participants’ learning and practices be used in the preparation of the next generation of scholars/practitioners as equity-minded agents of change? Data analyzed from a course, taught to students for over a decade, designed around this question revealed development of conceptual, epistemological, and behavioral change in participants. We propose that instruction that strategically combines three critical components of the course—referred to as a trifecta—could facilitate generative thinking and serve as a catalyst in preparing agents of change who are able to confront inequality and enact social justice in urban schools.

本文报道的研究调查了一个继续困扰教育工作者的问题：如何将精心设计的课程为参与者的学习和实践的变化提供机会，以培养下一代具有公平意识的学者/从业者变革的推动者？围绕这个问题设计的一门课程分析的数据揭示了参与者的概念、认识论和行为变化的发展，该课程教授给学生十多年。我们建议，战略性地结合课程的三个关键组成部分（称为三重奏）的教学可以促进生成性思维，并作为催化剂，为能够在城市学校应对不平等和实现社会正义的变革推动者做好准备。