This Book describes seven faculty members and a graduate student at one university, who systematically engaged in a conversation about their experiences in urban education over a three-year period. Authors used stand-point epistemology; their own social locations, as visas of credibility for their border crossings to urban schools. Through their stories, a rare, communal bond developed. Characterized by caring and critique, this bonding both challenged and informed traditional notions of scholarship en solo. In the end, both urban schools and collaboration were more than conceptual places the authors had traveled, they were liberating states of mind. It is hoped that this work will be a model for future teacher educators to learn and grow by in their collective and united quest for social justice in their immediate urban and institutional surroundings.