The Potential of Collaborative Inquiry for Teachers' Equity-Oriented Development in Complex Sociopolitical Contexts

After conducting a collaborative inquiry professional development project with educators at a suburban Title I school focused on data use for equity, researchers followed up with participants a year later to determine if there were lasting, meaningful learning outcomes. Findings from interviews indicate that the project was impactful because it provided access to tools (e.g., graphics and rating scales) and rich dialogue that the educators could reference in their continued practice and reflection. Evidence also suggests that despite being primed to notice inequities and to adjust their practice, educators still need improvement to challenge their biases and integrate equitable, asset-forward philosophies and practices. To explore the potential and complexities of such a collaborative inquiry project, the experiences of the sole participant of color are highlighted. Considerations and cautions are provided for teacher educators who wish to engage educators in equity-oriented collaborative inquiry.