Making research relevant through an engagement of identities

This paper is based on a research project designed to cultivate teachers as creative writers and as teachers of creative and critical writing. The project involved both primary and secondary teachers from eight schools located in Sydney, Australia. It documents the evolution of an open-ended research project that aimed to accommodate the needs of external stakeholders, participating teachers, and project researchers. It describes the development of a 'professional learning community' formed between the researchers and participants who identified as creative teachers and writers. It also explores how the research project acts as an example of how knowledge production can develop communities of practice via o n-going collaboration with stakeholders. The authors highlight the complexities of conducting open-ended research that meets the emergent needs of specific communities of practice.