Education is seen as the key to social advancement, and yet social inequalities persist despite education policy measures. This book sheds light on how primary school teachers in Germany and Argentina deal with this complex tension between educational promise and disadvantage. In a binational comparison, the author's interviews and analyses show how teachers cope with these challenges and what professional self-image they have of their work. The study provides deep insights into the complex dynamics of injustice in the classroom and opens up new perspectives on the (re)production of educational inequalities.