This research is nestled within Huber, Murphy, and Clandinin’s (2011) understanding of curriculum making as situated not only in schools, but also in homes and communities and at the intersections of all three. It also relies on Clandinin, Murphy, Huber, and Orr’s (2010) reconceptualization of tension as a space where educative experiences can occur. An autobiographical narrative inquiry into home, school, and community curriculum making, highlights an educator’s efforts to teach relationally while being wide-awake to how past experiences inform future ones. This inquiry brings to life tension-filled moments and, in so doing, creates a space to know teachers as curriculum makers at home, at school, and in the community. It also suggests one of the values of autobiographical narrative inquiry is the safe space it creates to empathically enter the world of others. Mostly it encourages the reader to think about curriculum making as sentient, ever changing, and as an available support as teachers struggle to sustain their practices.
Using narrative inquiry as a relational methodology and as andragogy, the research puzzle was to deepen understanding of the experiences of women, living with limited literacies and as they engaged in tutoring. This work animates the temporal, curriculum and life making experiences of a tutee and tutor within the context of adult literacy with a focus on learning to write. As the study progressed and as trust developed, tension filled stories were experienced, shared and reimagined. Thinking through the lens of Dewey’s continuity of experience we demonstrate the links between literacies, curriculum making, and efforts to shift identities. Field texts provided textured and nuanced descriptions of narrative inquiry as andragogy, while supporting the tutee to expand her literate identity and the tutor to become more relational. This work invites readers to reimagine the ways in which educators practice alongside adults who are described as struggling readers and writers.
We inquired into stories we lived whilst members of an ESL group. We used a narrative inquiry methodology. Our inquiry revealed tensions between identities given and identities continually negotiated between teacher, student and group member. Dewey’s (1938) concept of experience, notions of literacy acquisition (Collins & Blot, 2003; Cummins, 2001; Heath, 1983; Rose, 1989; Street, 1995), and Connelly and Clandinin’s (1990) ideas about teacher knowing, teacher identity and curriculum serve as the theoretical framework. Our inquiry helped us imagine educational landscapes which are responsive to ESL learners and a place where members of dominant discourse communities can wonder about the existence of hegemony.
This paper showcases how a reflexive practice, that includes arts-based activities, deepened understandings experienced by a doctoral student of psychology while completing the data analysis section of a metasynthesis. The metasynthesis focused on qualitative studies, examining the mental and spiritual care of persons living with diabetic foot ulcers. Reflecting on the experience, this work argues for spaces where researchers stop and engage in reflexivity, making the work more robust.
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