Liberating Inquiry

Abstract  

This study explores how systemic structures in BC and globally liberate or constrain elementary school teachers in adopting Inquiry-based learning (IBL), a student-centred pedagogical approach that promotes critical thinking, collaboration, and problem-solving skills. As an International Baccalaureate (IB) educator in British Columbia, I am deeply committed to fostering social equity and empowering students through IBL, though I experience systemic tension when in practice. Grounded in Vygotsky’s social constructivism, Freire’s critical pedagogy, Dewey’s progressive philosophy, and Indigenous ways of knowing, this research argues that systemic barriers, rather than individual teacher shortcomings, are the primary obstacles to IBL adoption in elementary classrooms. To address these challenges, the study recommends sustained professional development, the creation of professional learning communities, and the alignment of policies to integrate Indigenous ways of knowing. This research finds that systemic transformation is essential to empower teachers and students, enabling education to serve as a tool for liberation and equity in BC and beyond.