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Background: The purpose of this article is to examine the contributions, gaps, and normativity problems in mainstream sociocultural theories, curriculum theory, and educational leadership studies, considering reflective education theories that provide a less normative alternative. Framework: Our framework introduces reflective education for social change as a less normative perspective, contrasted with two dominant sociological perspectives: social reproduction and social transformation. Within each of these perspectives, we consider consonant curriculum theories and educational leadership studies that have developed in disparate fields. Research Methods/Approach: This study utilized data from a previous qualitative study that examined a high-performing high school/district in a working-class, increasingly diverse community. Data sources featured field

This chapter examines how the discourse between two coaches and two in-service elementary teachers, who were earning a culturally and linguistically diverse education (CLDE) endorsement, opened or constrained opportunities for the teachers to reflect on how to best teach and serve the multilingual learners (MLs) in their classrooms. It draws on several theoretical lenses, including sociocultural theory, positioning theory, and LangCrit. Implications from the chapter's study point to the need to critically examine the messages conveyed through coaching discourse and the potential effect that these may have on teachers' development and, in turn, the MLs in their classrooms.