Reporting on the research collaborations of a group of teachers, graduate students and a university professor, this book weaves together their collective insights about how classrooms might be better for students of diverse linguistic and cultural backgrounds, abilities and socio-economic circumstances, and better for teachers as well. It also shows how research collaborations can result in rich and compelling descriptions of classroom events. Written in a style accessible to teachers and student teachers, it introduces sociocultural perpectives on identity, classroom and community practices, helping and transformative possibilities, using teacher narratives to reflect the complexity of classroom decision-making and reflective action.
Table of Content
Chapter 1 Introduction
Chapter 2 Teacher Action Research Group Activities
Chapter 3 Identity
Chapter 4 Community and Community Practices
Chapter 5 Helping
Chapter 6 Possibilities
Chapter 7 Being In-between
Chapter 8 Conclusion
References
About the author
Kelleen Toohey is Professor Emerita, Faculty of Education, Simon Fraser University, Canada. Her recent research focuses on socio-material perspectives on language learning with a particular focus on early childhood language education. She is a co-author of Disrupting Boundaries in Education and Research (Cambridge University Press, 2017), Collaborative Research in Multilingual Classrooms (Multilingual Matters, 2009) and co-editor, with Bonny Norton, of Critical Pedagogies and Language Learning (Cambridge University Press, 2004).
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