Toward a professional community for social justice

In response to a call for educators to work for social justice, this article introduces an argument for developing a novel community of practice: a transprofessional community for social justice. Some features of community, profession, and social justice work that suggest basic elements of such a professional community are explored, including possible areas of resistance to a core orientation toward social justice within professional activity. Professional education's place within this framework, including suggestions for how to support educators entering into the professional community for social justice, is addressed.