Action research transcends constraints of poverty in elementary ...

‘If you walked into my classroom I would want you to see studentsengaged in their work, taking risks, trying different strategies, talking toeach other about what they are doing, challenging each other’s ideas and,above all, enjoying the process.’ I couldn’t have said it better as itapplies to my teaching of master students.Cathy talks about the nature of the culture of inquiry that we have builtthat supports her to live according to her values:Continually, as I talk with Jack, Jackie and Liz, and especiallylistening to Liz talk today, I come back to how all of these goalsrelate to my values. They truly are in everything I am trying todo. Although my values of Authenticity, Trust and Love are myown values they are very much influenced by Jackie (andvicariously through her by Jack) and Liz as I identified themthrough conversation with them as my validation group throughmy MEd. I have this process, the Living Educational Theorythrough which I am continually trying to live my values. Today,Liz again helped me think about how my different goals as justdifferent spirals around my central goal of living according tomy values. (reference****)The establishment of trust is essential to the creating of a culture ofinquiry where human flourishing can thrive. One of my learnings in thevalues-based inquiry into the nature and improvement of my life as asuperintendent and later as university professor was that qualityrelationships can be deepened and strengthened through a willingness tolet others into my world and let down the walls of protection to exposemy vulnerabilities. My doctoral research provided evidence of thistransformational process but it is only through the voices of others willingto help validate claims to know that I could be certain of improving mypractice. One piece of evidence came through the democratic evaluationsthat I submitted myself to in sessions with principals, consultants,masters’ students and my supervisors.While I had deliberately worked to build a culture of inquiry, to create acommunity of co-learners who appreciated the embodied knowledge ofeach person in the group in the Bluewater masters cohort in 2010 and2011, it was a critical event when Cathy felt safe to reveal hervulnerability. Liz described this event (p. ** above): There was oneparticular presentation by a student who shared a very difficult traumaticexperience that moved me beyond words. Her story was heart wrenchingbut it was her courage and willingness to trust and be vulnerable that