Explores complexities that arose as the author engaged in feminist literacy research in a fifth-grade classroom where the author worked collaboratively with the teacher to implement literature discussion circles. Notes the need to disrupt her own assumptions regarding power, the expert position, and her need for maintaining comfort. Sheds light on…

Describes the collaboration in a 5th-grade classroom between the author (a teacher educator) and a former student of hers (the 5th-grade teacher). Complicates notions of equity and empowerment in collaborative research by outlining the cycles and shifts they experienced while constantly renegotiating their positions. (SR)

Looks at literature discussion groups from the student's perspective. Finds three major themes: (1) students have a clear notion of the conditions that are conducive to effective discussions; (2) students perceived the gender make-up of their group to influence how they participated in and experienced their discussions; and (3) students found the…

Offers one teacher's account of a year of process approach to writing instruction in her fifth-grade class. Focuses on the importance of not getting caught within a narrow vision when reflecting on classroom practice. Notes the crucial role students need to play in instructional decision making. (SR)

Presents the results of a study of two fifth-grade reading groups, one comprised of all girls and the other of mixed gender. Discusses results in a reflective essay format, suggesting that the group of girls was more emotional in their observations and the mixed group was more action and plot oriented. (TB)

Presents observations of 15-member literature discussion group in a fifth-grade classroom. Shows that even in such groups, intended to create a more democratic forum where students' voices are heard and valued, factors like gender, cultural background, and status play a role in whose ideas get expressed and are actually listened to. (SR)