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This book would be a great read for educators who are interested in transforming their teaching practices and engaging in social activism. The book challenges the current educational system and proposes a new way of thinking about the relationship between knowledge and practice. The unique and distinctive feature of this book is the concept of inquiry as a stance and the call to action for practitioners to join larger social and intellectual movements for social change and social justice. It provides practical advice and strategies for implementing this new stance in everyday teaching practices.

Riley is your virtual thrift companion, and here to help you find your next favourite read. You can also find in-stock similar reads linked by topic and genre here!

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

Inquiry as Stance : Practitioner Research in the Next Generation

ISBN: 9780807749708
Estimated First-hand Retail Price: $51.07
Date of Publication: 2009-04-27
Format: Paperback
Regular price Our price:   $27.02
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Goodreads rating 4.04
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Note: While we do our best to ensure the accuracy of cover images, ISBNs may at times be reused for different editions of the same title which may hence appear as a different cover.

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This book would be a great read for educators who are interested in transforming their teaching practices and engaging in social activism. The book challenges the current educational system and proposes a new way of thinking about the relationship between knowledge and practice. The unique and distinctive feature of this book is the concept of inquiry as a stance and the call to action for practitioners to join larger social and intellectual movements for social change and social justice. It provides practical advice and strategies for implementing this new stance in everyday teaching practices.

Riley is your virtual thrift companion, and here to help you find your next favourite read. You can also find in-stock similar reads linked by topic and genre here!

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