About the Author
Cara E. Furman, PhD, is an assistant professor of literacy education at the University of Maine at Farmington. Prior to this, she was an urban public elementary school teacher. Published in journals, such as Curriculum Inquiry, Education and Culture, Educational Theory, International Journal of Inclusive Education, Studies in Philosophy and Education, and Teachers College Record, her research focuses on teacher development as it intersects with Descriptive Inquiry, inquiry, asset-based inclusive teaching, and progressive literacy practices. Having studied both philosophy and education, she integrates qualitative research on classroom practice, teacher research, and philosophy. She is the co-director of the Summer Institute on Descriptive Inquiry and co-leads inquiry groups for local teachers. She can be reached at email@example.com.