The Transformative Power of Taking an Inquiry Stance on Practice: Practitioner Research as Narrative and Counter-Narrative

Within the ever-developing, intersecting and overlapping contexts of globalization, top-down policy, mandates and standardization of public and higher education, many conceptualize and position practitioner research as a powerful stance and a tool of social, communal and educational transformation, a set of methodological processes that generate local, contextualized, stakeholder-driven data upon which more critically informed decisions, strategies, policies and initiatives can be cultivated, shared and made public. I feel honored to have been asked to write this commentary, which seeks to do two things; the first is to introduce a new≠≠ ≠ practice for this journal in which each issue include