Learning in Communities of Practice, Legitimate Peripheral Participation, and Insider/Outsider Praxis

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-15 - Teacher Research: Community Building Toward Social Justice

Abstract

In this paper we examine how practitioners who are situated within linguistic and socioeconomically diverse classrooms can develop collaborative inquiry stances (Cochran-Smith & Lytle 2009) on their practice. The paper documents practitioner researchers in the early stages of their projects within a Practitioner Inquiry course; the first of its kind taught in Canada. This section draws from the systematic inquiry of teachers detailing how these educators wrestle with the notion that classrooms can be researchable sites for knowledge generation. The paper details how practitioner researchers interrogate moments of dissonance in their practice and collaboratively make sense of inherited patterns of privilege and inequality in urban classrooms.

Authors

• William Edwards, University of Toronto

• Allison Ritchie, University of Toronto - OISE