The book *Inquiry as Stance: Practitioner Research for the Next Generation* by M. Cochran-Smith and S. L. Lytle is an updated and comprehensive follow-up to their foundational text, *Inside/Outside: Teacher Research and Knowledge*. The authors expand the scope of practitioner research to include a broader range of participants beyond just teachers, such as administrators, teacher candidates, educators, community college instructors, activists, and parents. This expansion blurs the boundaries between researchers, researched, research contexts, theory, and practice. The book addresses the challenges and changes in educational landscapes over the past 16 years, particularly the emphasis on standards and accountability that has de-emphasized local contexts and teacher decision-making. It maintains a parallel structure with *Inside/Outside*, featuring theoretical essays and practitioner chapters, but adds a new section, *Practitioners’ Voices*, which includes a readers’ theatre script that highlights the personal, professional, and political struggles of practitioners. The authors define eight commonalities of practitioner inquiry and address criticisms related to knowledge, ethics, and methods. They also distinguish practitioner inquiry from Professional Learning Communities, emphasizing that practitioner inquiry is grounded in the problems and contexts of practice, aiming to enhance educators' social responsibility and action for a democratic society. The book's conceptual framework, illustrated in Figure 1, outlines a vision for practitioner research that integrates practice, communities, and knowledge with democratic purposes and social justice. It calls for reinventing professionalism, connecting practitioner inquiry to other transformative agendas, renegotiating research-practice-policy relationships, and deepening local linkages across communities. Practitioners' written experiences in Part II of the book demonstrate the evolving nature of power relationships and the complexities of race, class, identity, student achievement, and teacher leadership. The authors' vision and framework provide a strong foundation for future practitioner research initiatives, emphasizing the importance of local contexts and the need to communicate the complexity of educational work effectively.The book *Inquiry as Stance: Practitioner Research for the Next Generation* by M. Cochran-Smith and S. L. Lytle is an updated and comprehensive follow-up to their foundational text, *Inside/Outside: Teacher Research and Knowledge*. The authors expand the scope of practitioner research to include a broader range of participants beyond just teachers, such as administrators, teacher candidates, educators, community college instructors, activists, and parents. This expansion blurs the boundaries between researchers, researched, research contexts, theory, and practice. The book addresses the challenges and changes in educational landscapes over the past 16 years, particularly the emphasis on standards and accountability that has de-emphasized local contexts and teacher decision-making. It maintains a parallel structure with *Inside/Outside*, featuring theoretical essays and practitioner chapters, but adds a new section, *Practitioners’ Voices*, which includes a readers’ theatre script that highlights the personal, professional, and political struggles of practitioners. The authors define eight commonalities of practitioner inquiry and address criticisms related to knowledge, ethics, and methods. They also distinguish practitioner inquiry from Professional Learning Communities, emphasizing that practitioner inquiry is grounded in the problems and contexts of practice, aiming to enhance educators' social responsibility and action for a democratic society. The book's conceptual framework, illustrated in Figure 1, outlines a vision for practitioner research that integrates practice, communities, and knowledge with democratic purposes and social justice. It calls for reinventing professionalism, connecting practitioner inquiry to other transformative agendas, renegotiating research-practice-policy relationships, and deepening local linkages across communities. Practitioners' written experiences in Part II of the book demonstrate the evolving nature of power relationships and the complexities of race, class, identity, student achievement, and teacher leadership. The authors' vision and framework provide a strong foundation for future practitioner research initiatives, emphasizing the importance of local contexts and the need to communicate the complexity of educational work effectively.