knowledge-of-practice, inquiry as stance


We need your articles. What we know about learning communities today as whole is based upon the multitude of experiences we have with our students and our colleagues on our varying campuses. The gift offered by the conception of inquiry as stance is an opportunity to embrace a dialectical approach, rooted in what Cochran-Smith and Lytle describe as our “deep and passionately enacted responsibility to students’ learning and life chances and to transforming the policies and structures that limit students’ access to these opportunities” (p. 279). As colleagues drawn together by our shared commitment to constantly find more effective ways to support all our students’ learning and their life chances through this thing we call learning communities, let’s use this journal to deepen our collective work in service of our democratic agenda.