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. We can do so through stories we tell about the contexts of teaching, our own teaching, and our students' learning. We accept the close relationship between the learning process and the human social growth process.

Teacher researchers can pursue difficult subjective features of the social world by seeing student work as data to analyze and describe. Teaching and learning become more keenly intertwined when teachers can become more judicious and reflective about our own practice. Labeled “a quiet form of research” by language and learning theorist Britton (1987), teacher research emphasizes discovery, enables teachers to observe our own students in a variety of situations, and, importantly, empowers teachers like us who are committed to social justice to study and narrate how students resist, acquiesce to, or embrace arguments about equity in society.