Abstract
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.
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