This study emanates from the work of an inquiry group of urban teachers at a school in Philadelphia. I was a teacher at this school for many years and after an extended absence I returned as a practitioner/researcher at a time when the school was considering the possibility of becoming a community school. In light of this potential, the inquiry group considered the following questions: First, how do the multiple communities and positions we inhabit inform our practice and relationships with students, families, and colleagues? Second, how is a context created to problematize the way we teach and support our students and families? Third, how do we construct our classroom practice in relation to the family and community as both context and resource? This study was grounded in the practitioner inquiry paradigm. As an inquiry group, we met twice each month during the school year, read a variety of texts, reviewed school policies, and analyzed classroom work. I also made my work with a third-grade literature circle a site of inquiry. I use the literacies of teaching and Borderland theory to frame this study. The generative nature of conversation within the inquiry group offered a liminal space that encouraged resource-based thinking even in the face of great obstacles and puzzling moments. Findings point to the enormous potential of teachers as a resource when districts consider transitioning to a community school model.
|Commitee:||Campano, H. Gerald, Gold, S. Eva, Lytle, Susan|
|School:||University of Pennsylvania|
|Department:||Reading, Writing, Literacy|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/01(E), Dissertation Abstracts International|
|Keywords:||Borderland theory, Community, Inquiry, Literacies of teaching, Literacy, Teaching|
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