出版社：LEARN (Leading English Education and Resource Network)
摘要：What might braiding social justice orientations to teaching, learning, and educationalchange with collaborative inquiry-based professional development afford teachers,their students, and our communities? This article unpacks two professionaldevelopment initiatives to articulate how inquiry co-constructed by and with teacherscan take up diversity as generative. The Aboriginal Early Literacy and Curriculum for Allprojects involved iterative and critical examinations of practice and opportunities foreducators to collaboratively consider and create practices that address contextual andsocial factors. Educators worked together to situate emerging knowledge and beliefswhile also challenging the sources and consequences of assumptions.
