Abstract

In our multiethnography we describe the genesis, evolution and realizations of our international network/community of practice for language and literacy educators that began in 2014 and meets monthly with face-to-face and online options. Antoinette Gagné, the network convenor, Yecid Ortega, an NCARE member since its inception and Claudio Jaramillo, a newer member, collected data from multiple sources including interviews of network members, video recordings of online meetings and more. As such, our conversations focus on the patterns of participation of network members, the nature of interactions between members during our monthly online meetings and beyond as well as the changing nature of topics discussed at meetings and the evolving focus of each member’s critical action research. We use an Intersectionality lens (Crenshaw, 1991; Hankivsky, 2014) to consider our divergences and convergences as a community as well as the topics we explore through action research and the products of our work. Using Cassidy et al.’s (2008) framework of research community development factors, our conversations reflect how NCARE—the Network for Critical Action Researchers in Education—has offered situated, social, and distributed learning experiences to support the growth of network members through critical action research and opportunities to share findings.