ABSTRACT
This chapter reviews the threads that weave together our inquiries as part of this long-term collaboration studying and implementing culturally responsive and sustaining education in our secondary science classrooms. The interwoven strands that unite our inquiries include: learning with and from students: the importance of relationships; trust; reflecting on the teacher learning journey; and identity, positionality, and self-reflection. We believe that the CRSE PLG could provide a model for those wishing to embark on teacher research into CRSE. Thus, we also use this space to offer insights and advice for interested teachers.
