Disrupting the Commonplace through Teacher Research

Today we are being asked to follow federal mandates that threaten to fill our schools with a “one size fits all” curriculum. Because we know that there is a deeper meaning and purpose to education, we feel compelled to disrupt such mandates by providing our students with opportunities for critical literacies and the chance to incorporate their interests into the curriculum. This issue of School Talk looks at how a group of elementary teachers working in collaboration with faculty from Indiana University started to build an understanding of what it means to be critically literate by participating in a series of teacher research workshops.