Introduction

              A community of inquiry within the realm of education refers to a collective of individuals who work together collaboratively to participate in purposeful and critical discussions and reflection to construct personal meaning and achieve a shared understanding (Garrison et al., 2001). An ongoing intellectual and political posture that involves working collaboratively in communities to generate localized knowledge, envision and formulate theories of practice, and analyze and question the theories and research of others is what constitutes inquiry, according to the statement (Cochran-Smith & Lytle, 2001). Based on my experience and cultural background, this article examines inquiry communities as a platform for instructors to support their students and each other's learning in Chinese society.

              Teachers who hold democratic and social justice-oriented perspectives must endeavor to create classroom settings where student viewpoints are esteemed and they are regarded as knowledge holders, especially during a time of increasing standardization and top-down reform (Riley, 2014). Despite the appearance of teachers being in control of the classroom under the “teacher-centric education system” in China, the reality is that the government has extensive power, as evidenced by the strict curriculum guidelines and the decision-making power regarding teaching materials. Moreover, the system places little emphasis on asking questions, and teachers are primarily evaluated based on their student's academic performance. Given these constraints, how can teachers advocate for their rights while simultaneously creating classroom environments that respect students' diverse backgrounds, experiences, and knowledge?

                Like other scholars, I believe that community inquiry can be instrumental in helping teachers surmount the constraints and isolation they experience during educational reform. By participating in inquiry communities that prioritize social justice, as the CEE Commission for Social Justice and Picower (2012) mentioned, teachers can be motivated to become advocates who employ Freire (1970/2005) problem-posing and problem-solving strategies to expose power imbalances and redress inequitable circumstances in schools, as described by Simon (2015). The definition of social justice varies across societies, and in China, a critical factor impacting its realization is the unequal distribution of teaching and learning resources across different communities. To address this issue, inquiry communities present an opportunity for teachers to gain knowledge and for experienced teachers to support preservice teachers by sharing their expertise. It is crucial for teachers to actively participate in inquiry communities and collaborate to enhance their teaching practice. Furthermore, they should advocate for government support and strive to provide disadvantaged areas with greater opportunities and resources.

 

Inquiry Program in Chinese Context

                During my visit to my hometown, I had the opportunity to interview Ryan (a pseudonym), a government official with the Education Bureau, who has fifteen years of teaching experience and has served as a principal for twenty years. Ryan introduced me to the Exchange Program, strengthening the relationship between schools from diverse backgrounds in the city. The "Sister Schools Assist Each Other" program pairs elite schools with disadvantaged schools in separate communities. An elite school is defined as one with a high proportion of high academic achievers and qualified teachers. In contrast, a disadvantaged school refers to one with predominantly "at-risk" students and limited access to quality teaching and learning resources. As part of the program, teachers are required to work in their designated "Sister Schools." For example, a teacher who has worked in an elite school for five years must serve in the disadvantaged sister school for at least one year before returning to their original school. Conversely, a teacher from a disadvantaged school must teach in an elite school for at least one year.

               “Inquiry communities” can serve as a platform for collaborators to work together to mobilize critical literacy to improve student learning (Picower, 2007). As per Ryan's insights, teachers from elite schools typically possess more experience in teaching high academic achievers, while their counterparts from disadvantaged schools are more experienced in assisting low academic performers. These teachers convene on a weekly basis to review classroom observation reports and provide monthly feedback to the school board. “Critical inquiry communities” hold the potential to foster grassroots approaches to educational innovation (Ghiso et al., 2013). Through the Exchange Program, teachers are able to learn from one another and develop innovative approaches to support student learning, ultimately benefiting all schools. Teachers who teach in multiple schools and engage with students from diverse backgrounds gain a deeper understanding of social justice and the significance of critical literacy. Teachers recognize the importance of valuing and considering students' backgrounds in educating students. Additionally, their feedback and inquiries serve as valuable contributions to the ongoing reform of the city's education system and the advancement of social justice. For example, teachers' recommendations have prompted the government to increase incentives for teachers working in underprivileged areas and allocate more funding for schools in need.

                 Teachers can benefit from valuable perspectives and understanding from their students as long as they are open to actively hearing and interacting with them (Christensen, 2009). Teachers can foster meaningful dialogues with their students and gain a deeper understanding of their needs, perspectives, and experiences by creating an environment that encourages open communication, active participation or by asking open-ended questions to interact with students. This can lead to a more inclusive and responsive teaching approach that is better suited to meet the diverse needs of the student body. Furthermore, teachers can establish a collaborative and empowering classroom culture that recognizes the unique contributions of everyone. Ultimately, teachers can enrich their teaching practice and create a more effective and fulfilling learning experience. The Chinese education system is characterized by a teacher-centered approach and government dominance that prioritizes indoctrination over inquiry-based pedagogy. However, teachers have the potential to challenge this paradigm by participating in the Exchange Program, which allows them to interact with students from diverse backgrounds and reconsider their pedagogical practices. By adopting a critical stance and prioritizing their students' thoughts and questions, teachers can enhance student engagement. Understanding their students' thinking is crucial in this process. Some teachers have noted that the one-year timeframe allotted by the Exchange Program is insufficient for building meaningful relationships with students. Students may be hesitant to switch teachers, as they often develop a rapport with their instructors, and changing teachers can lead to disappointment and disengagement. In conclusion, although it is really hard, teachers must be willing to adapt and recognize the unique needs of their students to create a supportive and inclusive learning environment.

 

Conclusion

                   Simon's (2015) article highlights the significance of teachers' questioning and following their students' leads, offering several valuable concepts. The article concludes with a new finding encouraging teachers to continue searching for answers and deepen their understanding of the subject matter. This illustrates the essence of community inquiry, where teachers are encouraged to keep learning and questioning, leading to ongoing personal and professional development. Engaging in the community inquiry process can empower teachers with the knowledge and tools necessary to advocate for themselves, their students, and the principles of social justice. By fostering a culture of inquiry and lifelong learning, teachers can enhance their pedagogical practices and contribute to a more equitable and inclusive education system.

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Reference

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Cochran-Smith, M. and Lytle, S.L. (no date) “Teacher research as stance,” The SAGE Handbook of Educational Action Research, pp. 39–49. Available at: https://doi.org/10.4135/9780857021021.n5.

Freire, P. (1970/2005) Pedagogy of the oppressed. Continuum.

Garrison, D.R., Anderson, T. and Archer, W. (2001) “Critical thinking, cognitive presence, and computer conferencing in distance education,” American Journal of Distance Education, 15(1), pp. 7–23. Available at: https://doi.org/10.1080/08923640109527071.

Ghiso, M. P., Campano,G.,& Simon,R.(2013).Grassroots Inquiry: Reconsidering the Location of Innovation. Language Arts, 91(2), 105–112.

Picower, B. (2007) Supporting new educators to Teach For Social Justice: The Critical Inquiry Project Model (no date) Supporting New Educators to Teach for Social Justice: The Critical Inquiry Project Model | Penn GSE Perspectives on Urban Education. Available at: https://urbanedjournal.gse.upenn.edu/node/147 (Accessed: March 10, 2023)

Picower, B. (2012) “Practice what you teach.” Available at: https://doi.org/10.4324/9780203118252.

Resolution on social justice in literacy education (2017) National. Council of Teachers of English. Available at: http://www.ncte.org/cee/commissions/socialjustice (Accessed: March 10, 2023).

Riley, K. (2014) “Enacting Critical Literacy in English classrooms,” Journal of Adolescent & Adult Literacy, 58(5), pp. 417–425. Available at: https://doi.org/10.1002/jaal.371.

Simon, R. (2015) 'I'm fighting my fight, and I'm not alone anymore': The influence of ... (2015). Available at: https://www.jstor.org/stable/pdf/24570910.pdf (Accessed: March 10, 2023).

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