Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that result in unequal access to educational and life opportunities. In this volume authors articulate a global view of Social Justice Language Teacher Education, with authors from 7 countries offering a theorized account of their situated practices. Following an introduction by I. Nasser, L.N. Berlin and S. Wong, the book is divided into 3 parts. Part 1, Education, contains the following chapters: (1) Palestinian Education under Occupation: Successes and Challenges (K. Shakhshir); (2) The Healing Power of Stories: Dialogue through English Language Learning (I. Deeb and G. Weinstein); (3) Positionalities and Personal Perspectives on Educational Research under Occupation: Where is Hope? ( S. Wong and I. Nasser); (4) Emancipatory Discourse? An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School (J. Schlam-Salman and Z. Bekerman); and (5) The Presentation of Palestinians in Israeli Schoolbooks (N. Peled-Elhanan). Part 2, Media, contains the following chapters: (6) Palestinians, Arab American Muslims and the Media (N. Ayish); (7) The Political Discourse of the Israeli Occupation: The Spirit of Orientalism (A. Atawneh); (8) The War on Gaza: American and Egyptian Media Framing (N.H. El-Bilawi); and (9) Language and the Art of Spin: Commendation and Condemnation in Media Discourse (L.N. Berlin). Part 3, Dialogue, contains the final chapters: (10) Dis-covering Peace: Dominant and Counterdiscourse of the Middle East (S. Silberstein); (11) An Israeli-Palestinian Partnership: Can We Find a Joint Language? And Should We? (M. Zak); (12) Postcolonialism and the Jewish Palestinian Encounter (R. Halabi); (13) Checkpoint: Turning Discourse into Dialogue (S.J. Kent, R. Sibii and A.R. Napoleone); and (14) Where is the Hope? A Call for Action (S. Wong, I. Nasser and L.N. Berlin). Also contained are an index, and references.