This article explores how teachers’ perceptions of social justice issues are developed through experiential learning opportunities and maps their transformations in thinking onto the three levels of responsibility identified by Berger’s “growing edge.” The study looked at where teachers were on the growing edge and examples of how they navigated that edge. The findings showed teachers’ navigation as a cyclical process where they would return to the process of discovering and recognizing the edge once they felt they had build a firm ground and were on solid footing at their new edge.

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This article deepens the understanding of the impact empowerment programs have for women on their social environment, and more specifically on the men in the community, who may or may not be supportive of such endeavors. Gathering evidence from one case in rural India, it addresses how powerholders and gatekeepers reacted to the increased use of women's voices as they interacted as members of a group, within the broader community, and as the women recognized their own increase in value to the community. We are endowed with this power [to speak], why shouldn't we use it? ... My heart used to go 'dabbha, dabbha' [the sound of a fast heart beat] ... Then I took courage that I will speak.

The promotion of US-Indian higher education partnerships affects those students who are most marginalized. This article explores the development, implementation, and reception of such partnerships to meet the needs of students who remain on the borders of educational access in India. This article addresses the ways higher education policies systematically universalize the marginalization of certain students, explores the impact of how policies of partnerships will address the needs of such students, and seeks to explore how administrators in higher education institutions see the growth of such partnerships shifting the status quo of privilege and power. Through the evaluation of policy papers, historical documents, media reports, survey data and informal conversations with stakeholders, the findings will address the underlying consequences and effects on higher education policy development in India. This article seeks to deconstruct the directions such relationships might take and consider the impact on students who remain on the periphery of higher education in India.