Centering Student Identity in Our Practitioner Research: Crossing Borders, Systems, and Educational Life-Spans

Session Type: Symposium

Abstract

This practitioner research symposium documents how "insider/outsider stances" (Herr & Anderson, p. 37, 2005) engender critical inquiries that are attentive to the intellectual, cultural, and emotional worlds of diverse students. Paper 1 draws upon writing produced by grade three students in a publicly-funded school. Paper 2 examines how U.S. teachers in a bilingual public school, when given agency, can create curriculum that goes beyond standards to engage students and build community. Paper 3 provides excerpts of high school students’ creative writing that explores issues related to social justice. Paper 4 presents audio recordings, prose, and poetry representing students’ textual interpretations of diasporic literature. These studies collectively demonstrate how learning directly from the epistemic experiences of diverse students can enliven curriculum.

Sub Unit

• SIG-Teacher as Researcher

Chair

• Rob Simon, University of Toronto

Papers

• An Inquiry Into the "Undiagnosed" Potential of Upgrading Students - Will Edwards, University of Toronto - OISE

• (Re)Making of Identities: Critical Literacy–Inspired Practitioner Inquiry in an Urban Canadian Context - Airin Stephens

• Going Beyond the Standards: Centering Teacher-Student Relationships in Curriculum Creation - Julia Hainer-Violand, Washington DC Public Schools

• A Sojourn Through “Place-Identity” and Text: Young Students Mobilize Memory as a Multiple Voice to Learn About Indian Residential Schools - Daniela Bascuñán, Toronto District School Board 

Discussant

• Debora Anne Broderick, Chester County Intermediate Unit