The purpose of this article is to explore our experiences as university-researchers working with two teacher-researchers in a project examining the use of picture books in culturally and linguistically diverse classrooms. Specifically, we reflect upon the collaborative and participatory characteristics of our approach that can be seen through the lens of culturally responsive research methodology (Berryman, SooHoo, & Nevin, 2013). We reflect upon our research processes in terms of five culturally responsive research principles by which we, the authors, believe a relational and dialogic space was created in which to learn from and with each other, and for the mutual benefit of all.Â
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