ABSTRACT
In this chapter, the author presents a series of significant vignettes that capture the complexities of the teaching and learning she experienced during the time she spent in the inquiry group. They encompass both her transformative experience working with a reading group of four inquisitive boys, as well as her attempts to work with colleagues in her school. They contain her false starts and disappointments, as well as her moves forward and successes. She also includes a discussion of the challenges she continues to face as she keeps participating in this complex "dance" and as she keeps trying to re-envision the reading intervention setting as a place for social action. Many of the engagements the students instigated as part of social action project involved reading and writing. Three such engagements namely writing a script, composing an email and creating posters specifically involved getting the word out about their project to the principal and the student body.
