Collaborative Action Research: Cultivating Communities of Inquiry Through School–University Partnerships

Abstract

This article shares reflections from a collaborative action research (CAR) partnership between a regional university and a rural school in Canada. This partnership involved two university educators, two inservice teachers, and two preservice teachers, all of whom are positioned as knowers, learners, and change agents within this research. Specifically, we worked to center teachers’ knowledge through our inquiry into culturally responsive and relevant literacy practices. We highlight some of the affordances of our learning through CAR, including the benefits of learning within a community of inquiry, knowledge generation, and strengthening teacher identities. We advocate for cultivating communities of inquiry through research partnerships.