ABSTRACT
Collaborative inquiry creates the possibility for schools to mobilise the untapped potential in ways that can help to foster improvements in classroom practice, school organisation and leadership. This chapter extends this thinking by examining the impact of wider contextual factors on developments in the network schools. It examines factors that acted as barriers to the efforts made to encourage schools to collaborate with one another and with community partners in order to address the challenge of equity. The chapter uses evidence from the Queensland research network to explore the barriers that deter schools from sharing their knowledge and skills. It analyses why schools found it difficult to develop partnerships with other schools. The chapter also presents experiences suggesting that efforts to create a more equitable state education system in Queensland would be strengthened if more encouragement could be provided for schools to cooperate with one another and with the wider community.
