Skip to content
Volume 87, Issue 4
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402


This article examines how five teachers, who participated in a national program, supported and sustained collaborative teacher inquiry as a means for addressing inequities in their classrooms and schools. Their efforts illustrate both the possibilities and challenges that emerge as teachers interact, analyze data together, and write about questions of equity. Collaborative inquiry, when properly facilitated and structured, supports teachers in confronting their biases and disrupting inequities. Acknowledging the hard work of taking such action, we identify strategies and structures grounded in teachers’ expertise that help to create systems of mutual responsibility and accountability, develop teacher leadership, and sustain inquiry for equity over time.


Article metrics loading...

Loading full text...

Full text loading...
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error