(0) items

Inquiry As Stance : Practitioner Research in the Next Generation



Pub. Date:
Teachers College Pr

Questions About This Book?

What version or edition is this?
This is the edition with a publication date of 4/15/2009.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.


In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and across the world to ally their work with others, as part of larger social and intellectual movements for social change and social justice.

Author Biography

Marilyn Cochran-Smith holds the John E. Cawthorne Chair in Teacher Education for Urban Schools and directs the Doctoral Program in Curriculum and Instruction at Boston College's Lynch School of Education. Susan L. Lytle is Associate Professor of Education and Chair of the Language and Literacy in Education Program at the Graduate School of Education, University of Pennsylvania.

Table of Contents

Prefacep. vii
Acknowledgmentsp. xiii
Theorizing and Contextualizing Practitioner Researchp. 1
Practitioner Inquiry in Trying Timesp. 5
Practitioner Inquiry: Versions and Variancep. 37
Troubling Images of Teaching in No Child Left Behindp. 60
Constructive Disruption: Practitioner Research and University Culturep. 86
Inquiry as Stance: Ways Forwardp. 118
Referencesp. 167
Practitioners on Teaching, Learning, and School Leadershipp. 187
The "Bad Boy" and the Writing Curriculump. 193
Practitioner Inquiry as Mediated Emotionp. 213
Can We Read a Happy Book Next?: Using Children's Literature to Move Beyond Our White Spacep. 229
Teachers Talk About Race, Class, and Achievementp. 254
Constructing a Language of Learning to Teachp. 275
Creating a Hybrid Space for Self, Teacher, and Researcherp. 293
An Insider Voice: Leading as a Teacherp. 310
Teacher Research as a Collective Struggle for Humanizationp. 326
Practitioners' Voicesp. 343
Practitioners' Voices in Trying Times: A Readers' Theatre Scriptp. 347
Indexp. 383
About the Authorsp. 401
Table of Contents provided by Ingram. All Rights Reserved.

Please wait while the item is added to your cart...