In this article, we share a social action process useful in teacher education and derived from a decade of practical experience with social action projects. Influences, theoretical underpinnings, and individual leadership in an early childhood teacher education program are considered alongside practical enactments of social action projects by preservice teachers in their licensure program. One particular type of field-based assignment, the social action project, is described and analyzed. An examination of program transformations expanding the social justice framework to include more global perspectives, such as the International Baccalaureate Primary Years Program, shaped and challenged our earlier notions of working to address isms to frame justice and advocate for children in larger social and educational networks. We suggest what social action should and can entail in teacher education for an interdependent world and offer a gradient of social action for justice in early childhood education practices and environments.
