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This article draws a connection between socio-economic inequality and political corruption based on a reading of Machiavelli’s Florentine Histories. Prevailing interpretations of the Histories attribute the moral corruption and civil conflict Machiavelli condemns as the source of Florence’s republican failure to the unique historical conditions of early-modern Florence. In this article, I trace Florentine corruption and factionalism to the perennial problem of inequality. Through his narration of the two centuries of Florentine history leading up to Cosimo de Medici’s ascent to first citizen, I contend, Machiavelli demonstrates the deleterious effect of inequality on the social relations, organizational forms, and modes of collective action in Florence. At the same time, his depiction of Florence’s transformation from a quasi-feudal commune dominated by a nobility with private armies to a modern commercial city ruled through patronage illustrates the contingent modality of inequality and the particularly subversive way it can manifest in the more civil republics of the modern era.

In this article, we present the intertwining stories of a teacher education learning community who are (re) writing the current dehumanizing narrative of standardization, crisis mongering, and survival of the fittest ethos that continue to harm our learners, teachers, and communities.  We argue that when teacher education candidates are repositioned from consumers of theory and methods to inquirers of practice, their collectively constructed knowledge not only illuminates locally significant issues but also disrupts institutional hierarchies. Drawing from narrative inquiry theory and a collaborative methodical approach, we—a professor and students—share our personal stories of learning together in a required teacher education course and practicum placement at a local high school. Bringing together conceptions of voice, human capability, and “place”, we provide a layered framework to understand pedagogical practices that operate to unravel systems of standardization and hyper-individualism. Our inquiry approach, public narration, and our democratization of knowledge serve as an example of teacher education pedagogy with a disruptive agenda.