A.J. Schiera, University of Pennsylvania
Practitioner research, as Ravitch (2014) writes in the previous issue of Perspectives on Urban Education, holds the unique possibility of “generating local, practice-based knowledge that is deeply contextualized and meaningfully embedded in a specific milieu” while spurring a “counter-hegemonic way of thinking about and approaching theory-research-practicepolicy connections and integrations” and “push[ing] against traditional expertlearner dichotomies” (p. 5). My academicself strongly aligns with these values and approaches. My teacher-self often felt worlds away from this. Ravitch’s piece has motivated me to write about this gap that I feel in relation to the field of practitioner inquiry, and to explore my own reflections on my practice as a form of practitioner research.