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.
Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A.
Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon, and
Diane Waff
