Overview
- Editors:
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Supriya Baily
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George Mason University, USA
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Farnoosh Shahrokhi
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George Mason University, USA
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Tami Carsillo
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George Mason University, USA
- This book discusses the global collaboration between teachers and graduate students.
- This book presents action research across ten countries.
- In this book, the contributors redefine cross-collaboration in research methodologies.
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Table of contents (14 chapters)
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- Supriya Baily, Farnoosh Shahrokhi, Tami Carsillo
Pages 1-9
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The Cases – Making a Case for Action Research and Social Justice
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- Heather Andrews, Romina Griselda Gacio
Pages 39-56
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- Leah Rapley, Soumaila Ouattara
Pages 77-92
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The Cases – Working with Students and Transforming Practice
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- Lily Lopez-Mcgee, Sonia Chavarria
Pages 95-111
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- Anthony Ray, Subrata Kumar Roy
Pages 113-128
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- Melissa Hauber-Özer, Melek Gültaç Korun
Pages 129-144
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- Kudirat Giwa-Lawal, Kumi Ortis
Pages 145-165
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The Cases – Ensuring Collaboration Across and Beyond the Classroom
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Front Matter
Pages 167-167
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- Dana V. Moore, Elena Olkhovskaya
Pages 169-182
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- Jennifer L. Lebrón, Leyla Nuñez
Pages 205-220
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Back Matter
Pages 231-236
About this book
This book is about teacher agency and leadership, but it is also an experiment in shifting the balance of power in research and writing. It is about making accessible the process of academic publishing in a way that capitalizes on the knowledge of people in diverse contexts and with novice eyes and is an experiment in sharing academic writing between master teachers and doctoral students. It is also a book on the power of action research and the belief we have as teacher educators about the transformative power of teachers in their own classrooms. Pairing master teachers from ten countries who were part of the Teaching Excellence and Achievement Program with graduate students, this book provides a framework to decolonize research practices in an effort to re-envision research methodologies on a global scale. The book also provides a tangible way to see how research processes support local transformation, and direct engagement of those at the margins to play a greater role in the production of scholarly knowledge. The cross-national scope of this book, with authors working in classrooms in countries as diverse as Turkey, Chile, and Bangladesh coupled work of novice US-based scholars to engage in the conceptualizing, researching, data analysis and writing of chapters speaks to the importance of new voices in the field of research. Additionally, the combination of teacher research projects in the classroom juxtaposed with chapters that speak to the process of teacher research in a global context provides both theoretical and empirical foundations for teacher research.