Foster a classroom community where teachers and students make their own meanings of the world and consider their relation to larger social, political, cultural, and historical issues. The reader will find a rich range of perspectives in these stories of K-12 teachers and university educators who participated in a three-year study to explore issues of critical inquiry. This text will show: The power of research partnerships; A framework for teachers and teacher educators that provides ongoing, mutual professional support; The complexities, challenges, and possibilities of critical inquiry classrooms; and Classrooms where teachers and students transact with community, responsibility, and risk in productive ways. This book contains the following chapters: (1) Of Horses, Communities, Responsibility, and Risk: Raising Our Questions; (2) Talking With Louise, Paulo, and Mikhail: Connecting to the Work of Rosenblatt, Freire, and Bakhtin; (3) Creating Community by Embracing Tensions; (4) The Taking of Responsibility One Two Three: Using Critical Inquiry Pedagogy to Take Ownership of Learning; (5) The Risks in Taking on Critical Inquiry Pedagogy; (6) Ways of Working: Community Building, Responsibility, and Risk Among Teacher Researchers; and (7) Getting Down to It: The Possibilities of Critical Inquiry. The following are appended: (1) Project Participants Organized by Cohort; and (2) Individual and Small-Cohort Research Topics and Data Inventory.