ABSTRACT
Teachers and students throughout the world are searching for avenues to exercise resistance to oppressive educational mandates. The resistance takes place in the classroom and on the streets. Educators are finding strength in numbers, power in collaboration. In St. Louis, Missouri, a city in which the public schools have a long history of struggle for racial equity, a group of educators in 2001 formed a professional development group called the Literacy for Social Justice Teacher Research Group (LSJTRG) to learn from each other, study our own teaching practices and build socially just communities. Our group follows a recursive process of reflecting on authentic problems in our classrooms and communities, designing and carrying out inquiry projects, sharing data with the group, strategizing and planning further classroom and community actions, and disseminating our research and actions.
