 Inquiry as Stance: Practitioner Research in the Next Generationreviewed by Kelly Donnell & Andrea J. Stairs - September 28, 2009  Title: Inquiry as Stance: Practitioner Research in the Next GenerationAuthor(s): Marilyn Cochran-Smith and Susan L. Lytle Publisher: Teachers College Press, New York ISBN: 0807749702, Pages: 392, Year: 2009 Search for book at Amazon.com 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.) To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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