Teacher-researcher collaboration on a diversity, equity and inclusion resource for primary school

The proposal focuses on a year-long project, which aims to develop a pedagogical resource promoting diversity, equity and inclusion pedagogy for primary
school teachers (4-12 years old). The primary classes are becoming more diverse (Blanchard et al., 2018), and researchers have urged schools and teachers to
foster children’s identities and attitudes to others, by embedding diversity, equity and inclusion into practice (Lang et al., 2014). Recognising this, as well as the
increasingly growing classroom diversity within the national context, we developed a pedagogical resource in collaboration with in-service teachers.We
approach the project as a case and critically examine teacher-researcher collaboration during the project, reflecting on the ways the research and practice were
intertwined across multiplicity of voices. Two university researchers and in-service primary school teachers collaborated together in a way that allows for
teachers’ expertise, lived experiences, and identities to be recognised and met with care (Potvin et al., 2024). We conclude that open dialogue, solidarity, and
shared understanding and responsibility of the final goals are the keys to successful teacher-researcher collaboration. Hence we argue for the importance of
including teachers’ voices and present strategies for including these when developing resources targeting teachers’ practice