"This volume demonstrates the power of seeing the whole of education as inquiry, why such an effort is still worth the effort, and is a ‘must read’ for educators who still care about the status and the quality of public education in our countries."
–Jerome C. Harste, Martha Lea and Bill Armstrong Professor
in Teacher Education, Indiana University

This book draws from six years’ work by the Developing Inquiring Communities in Education Project (DICEP) to provide a range of practical, replicable methods for building collaborative communities, in which democratic principles of education may be realized. Recognizing that each classroom is unique in its makeup, its context, and its history, these seasoned teacher-researchers rely heavily on discourse, both spoken and written, to engage students in the active learning process. Their findings are striking and clear, and testify to the exciting potential that dialogic interaction and collaborative knowledge building have for the field of education. Key features of this book are:

• Identification of appropriate research questions
• Real-life teaching strategies based on extensive hands-on experience in the field
• Workable suggestions for facilitating inquiry-based learning and teaching