Leavitt reviews Cochran-Smith and Lytle's *Inquiry as Stance: Practitioner Research for the Next Generation* (2009), an updated version of their earlier work *Inside/Outside: Teacher Research and Knowledge* (1993). The book presents a democratic, organic approach to educational research that centers practitioners' knowledge, their interactions with students and stakeholders, and the contexts of practice. It moves away from the term "teacher research" to "practitioner research," which includes a broader range of participants such as administrators, teacher candidates, educators, community members, and parents. The book emphasizes blurred boundaries between researchers, researched, theory, and practice, and highlights the importance of nontraditional notions of validity and generalizability. The book is structured with theoretical essays, practitioner stories, and a readers' theatre script, *Practitioners' Voices*, which showcases the personal, professional, and political challenges faced by educators. The authors address criticisms of practitioner inquiry, including concerns about scientific validity, ethics, and the personal nature of the research. They also contrast practitioner inquiry with professional learning communities, emphasizing the former's focus on generating deeper understanding of student learning and enhancing educators' social responsibility. The authors propose a framework for future directions, including a two-circle model that emphasizes practice, communities, and knowledge, alongside democratic purposes and social justice. The book advocates for a rethinking of professionalism, connecting practitioner inquiry to other transformative agendas, and deepening the link between research, policy, and practice. The authors argue that practitioner research offers a way to challenge restrictive policies and promote a more inclusive and equitable education system. Leavitt, a recent graduate in curriculum and instruction, highlights the importance of this work in advancing educational research and practice.Leavitt reviews Cochran-Smith and Lytle's *Inquiry as Stance: Practitioner Research for the Next Generation* (2009), an updated version of their earlier work *Inside/Outside: Teacher Research and Knowledge* (1993). The book presents a democratic, organic approach to educational research that centers practitioners' knowledge, their interactions with students and stakeholders, and the contexts of practice. It moves away from the term "teacher research" to "practitioner research," which includes a broader range of participants such as administrators, teacher candidates, educators, community members, and parents. The book emphasizes blurred boundaries between researchers, researched, theory, and practice, and highlights the importance of nontraditional notions of validity and generalizability. The book is structured with theoretical essays, practitioner stories, and a readers' theatre script, *Practitioners' Voices*, which showcases the personal, professional, and political challenges faced by educators. The authors address criticisms of practitioner inquiry, including concerns about scientific validity, ethics, and the personal nature of the research. They also contrast practitioner inquiry with professional learning communities, emphasizing the former's focus on generating deeper understanding of student learning and enhancing educators' social responsibility. The authors propose a framework for future directions, including a two-circle model that emphasizes practice, communities, and knowledge, alongside democratic purposes and social justice. The book advocates for a rethinking of professionalism, connecting practitioner inquiry to other transformative agendas, and deepening the link between research, policy, and practice. The authors argue that practitioner research offers a way to challenge restrictive policies and promote a more inclusive and equitable education system. Leavitt, a recent graduate in curriculum and instruction, highlights the importance of this work in advancing educational research and practice.