At the center of teacher education reform debates nationwide are concerns about how to prepare educators to address issues of educational inequity. Yet, there is little consensus among teacher educators, school districts, community members, families, and accreditation agencies regarding how the work of teacher education might rectify longstanding disparities that have complex, multidimensional causes. The context of teacher education in the U.S. and abroad is now part of a neoliberal project to privatize and corporatize education that has exacerbated existing school disparities rooted in settler colonial logic, White racial domination, classism, sexism, ableism, to name but a few. Using the framework of transformative teacher education, which focuses on the intersection of collaborative networks, social justice, and pedagogical practice, the authors pose the following questions: What happens when teachers try to do collaborative, social justice work across cultural contexts? How is teaching shaped by critical epistemologies? Next, the authors share their unique positionalities and geographic locations, then detail each of the four conceptual principles--culturally relevant, collective, intergenerational, co-created--that the authors developed by offering rich examples of each. Finally, the authors end with key implications for the field and suggestions for how teaching and research within anti-racist, justice-oriented teacher education might move forward within and against current neoliberal reform context.