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Inquiry as Stance: Practitioner Research in the Next Generation

reviewed by Kelly Donnell & Andrea J. Stairs � September 28, 2009

Title: Inquiry as Stance: Practitioner Research in the Next Generation
Author(s): Marilyn Cochran-Smith and Susan L. Lytle
Publisher: Teachers College Press, New York
ISBN: 0807749702, Pages: 392, Year: 2009
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As educators we live in “trying times” (p. 5) in which educational policy focused on accountability and high-stakes testing and a conservative political climate threaten to reduce teachers to “widgets,” – interchangeable, mechanical parts of a system (Weisberg, Sexton, Mulhern & Kelling, 2009, p. 2). The role of educators has evolved into that of scripted technicians delivering pre-packaged curricula rather than that of thoughtful, deliberative, individual professionals who regularly inquire into their practice. In Inquiry as Stance: Practitioner Research for the Next Generation, published by Teachers College Press, Marilyn Cochran-Smith and Susan Lytle counter this pervasive role by empowering readers in the field of education with the radical notion of inquiry as stance which “involves a continual process of making current arrangements problematic; questioning the ways knowledge and practice are constructed, evaluated, and used; and assuming that part of the work of practitioners individually and collectively is to participate in... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: September 28, 2009
http://www.tcrecord.org ID Number: 15776, Date Accessed: 1/15/2019 11:12:42 PM

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About the Author
Kelly Donnell Roger Williams University E-mail Author KELLY A. DONNELL is Assistant Professor of Education at Roger Williams University. Her current research projects include longitudinal study of the process of learning to teach in urban schools and self-study of teacher education practices. Andrea Stairs University of Southern Maine ANDREA J. STAIRS is Assistant Professor of Literacy Education in the College of Education and Human Development at the University of Southern Maine. Her research interests include urban teacher learning over time, preservice and inservice teacher education in professional development schools, and teacher research in literacy.

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