ERIC Number: ED527594
Record Type: Non-Journal
Publication Date: 2009-Apr
Abstractor: As Provided
Reference Count: 0
Inquiry as Stance: Practitioner Research for the Next Generation. Practitioners Inquiry
Cochran-Smith, Marilyn; Lytle, Susan L.
Teachers College Press
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 around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K-12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation--a readers' theatre script that juxtaposes and co-mingles 20 practitioners' voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation.
Descriptors: Inquiry, Social Justice, Elementary Secondary Education, Social Change, Educational Change, Teacher Researchers, Teacher Role, Teacher Education
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: email@example.com; Web site: http://www.tcpress.com
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A