Re-imagining difference in the pedagogical encounter.

Lee seeks to unsettle the taken-for-granted practices of observation in teacher education, for the imperative of racial justice. In critiquing these "double gestures" of seeing the difference, Lee concludes with an invitation to re-think observation practices in teacher education, through a cultural and historical sensibility approach. In the first article of this issue, Sun Young Lee makes an important intervention into the taken-for-granted practices of observation in the context of teacher education. [Extracted from the article]