As research partners engaged in a long-term practice of inquiry, we reflect on our multi-pronged approach to our research, the cyclical and systemic data collection and analysis within the classroom, as well as our theorizing on the partnership itself. Our meta-level analysis of the partnership itself has brought us to important questions on the building and sustaining of a practitioner research practice through difficult school and classroom environments. Through our research, we engage with the conditions that might be necessary to create and sustain partnerships that endure challenges in the classroom.

In this practitioner inquiry study, we examine a two-week summer institute on ?writing for/as social justice? through a framework of place pedagogy, place-consciousness, and different knowings. By taking up more embodied and intra-active theories of knowing, by situating much of our writing and learning in the place of a park, by contextualizing the course within critical issues of cognitive and ecological justice, we trouble the strong-hold of representational epistemologies in literacy education and attempt to open up different knowings and noticings--about place, about ourselves, about our relationships and responsibilities to the world around us.

This qualitative study investigates if, and how, both current and perspective Camden (NJ) residents? housing decisions are impacted by increased school choice through Camden?s state-imposed Renaissance schools. Current residents reported choosing to remain in Camden due to the city?s affordability and emotional connections to the city. Prospective residents indicated their decision to move to Camden impacted by broader quality of life issues including safety and poverty, and communicated negative perceptions of Camden?s newer choice schools. This study highlights the complexity and nuance in the common understanding of urban residential decisions and school choice within smaller, non-cosmopolitan urban localities.