Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.

Focusing on school as place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school, this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives.

A collection of personal, contextualized stories of teachers assessing their own experiences in gaining expertise as language teachers. Preservice and inservice teachers will benefit from the insights provided in this book, as will Language Teacher Educators and education researchers.

What is knowledge? Whose knowledge matters? How can we build connections with people, share knowledge, and promote one another's growth? These and many other wonders were embedded in my tension-filled stories about knowledge, curricula, and communities, both as a university teacher of English in China and as an international graduate student in Canada. As my doctoral study unfolded, I gradually realized that a pervasive practice of received knowledge shaped my tension-filled stories where I, students, and teachers were viewed or viewed ourselves as received knowers. Knowledge seemed to be delivered to teachers and later to students. The practice of received knowledge stripped away students' and teachers' identities as knowledge holders and curriculum makers. I also grew to see that teacher educators and student teachers were co-composing knowledge communities while co-composing curricula, where individuals' identities as knowledge holders and makers were acknowledged. I wondered how their experiences of co-composing knowledge communities and curricula might shape student teachers' future experiences of co-composing curricula with children. In this study, I came alongside Sam, Lara, and Maryam, two student teachers and one teacher educator, to co-inquire into our experiences of co-composing knowledge communities and curricula, building relational, reciprocal, and ethical learning spaces. We co-inquired into: How did we attend to one another's ways of knowing in this process? How did we promote one another's growth and development through curriculum making? How did our intercultural perspectives and experiences direct us to tell and retell our stories of these experiences, and how might doing so shape the professional knowledge landscapes of teacher education? This study was grounded in the conceptualizations of knowledge communities (Craig, 1995, 2001a, 2007, 2013) and curriculum making (Connelly & Clandinin, 1988; Huber et al., 2011) that value teachers' and children's identities as knowledge holders and curriculum makers. I resonated with the understanding underlying these conceptualizations, that is, knowledge is the sum total of the knower's experience (Connelly & Clandinin, 1988; Dewey, 1938; Huber et al., 2011) and individuals hold personal practical knowledge (Clandinin, 1985; Connelly & Clandinin, 1988). I engaged in a relational narrative inquiry with Maryam, Lara, and Sam for one and a half years. I came alongside the three co-researchers in multiple places, such as in their in-person classroom, online classroom, online meetings, on campus, and at Maryam's home. I participated in their course weekly and wrote field notes of my experience. We had one-on-one research conversations. I kept a research journal, our email messages, and copies of documents, photos, and artifacts they shared with me. Thinking narratively with the stories they lived, told, and retold in our relational three-dimensional narrative inquiry spaces attentive to temporality, sociality, and place, I composed their narrative accounts to foreground their knowledge and voices. Three resonant threads became visible across their narrative accounts, which deepened and made more complex the personal, practical, social, and theoretical justifications of this study. I invited Maryam, Lara, and Sam to read their narrative accounts, the resonant threads chapter, and the chapter on returning to the study justifications and imagining forward, to ensure they felt resonance. Making visible the resonant threads alongside the study justifications, I invited readers to rethink and reimagine practices in the landscapes of teacher education, curriculum making, and intercultural communities. The three resonant threads across Sam's, Lara's, and Maryam's narrative accounts are: "Building Ethical, Reciprocal, and Relational Learning Spaces," "Inquiring into Tensions and Differing Ways of Knowing," and "Becoming The Best-Loved Self." Two study justifications for future inquiry that emerged from our inquiry are: "Shaping Pre-Service Teacher Education and Curriculum Making With Children" and "Co-Composing Intercultural Knowledge Communities for Equity, Diversity, Inclusion, and Decolonization (EDID)." Through this narrative inquiry, I participated in conversations about pre-service teacher education, curriculum making, and intercultural knowledge communities. I joined conversations about legitimizing personal knowledge and nurturing children's and our identities as knowledge holders, creators, contributors, and change makers. Keywords: knowledge communities, curriculum making, student teachers, teacher educators, narrative inquiry.

Truth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship. The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.

Ripples into Lives: Being Attentive to Our Participation Alongside Children and Youth

This book focuses on the writing process in the self-study of teaching and teacher education practices. It addresses writing as an area in which teacher educators can develop their skills and represents how to write in ways that are compatible with self-study's orientations towards the inquiry, both personal and on practice. The book examines effective self-study writing with chapters written by experienced self-study practitioners. In addition to considering elements of writing as a method for the self-study of practice, it delves into the cognitive processes of real writers making explicit their writing practices. Practical suggestions are connected to the lived experiences of self-study practitioners making sense of their field through the process of writing. This book will be of interest to doctoral and novice self-study writers, and experienced authors seeking to develop their practice. It demonstrates that writing as a method of inquiry in self-study and beyond can be learned, modeled and taught.

Illustrates interim narrative field texts of identity as teacher educator stories and demonstrates how researchers utilize common places of temporality, sociality, and place in analyzing narratives. This title describes conceptualizations of narrative research processes, bringing forward narrative tools and methods of layering narratives.

This book illustrates how the experiential histories of teachers shape and inform the knowledge of teachers as professionals. Situating personal experiences into the context of social, political, and economic events gives clarity to the intercultural dynamics of being Chinese and Western. What can we learn from each other to transform our teaching and learning? The book engages in a cross-cultural perspective that is highly relevant for teachers, teacher education, curriculum making and policy planning for a global community. The book is also an invitation to internationalize the classroom for teaching and learning in a diverse and global world, and to educators and policy makers to expand our understanding of cross-cultural complexities for an increasingly diversified and global community. By viewing the classroom through the multiple lens of different cultures, educators have an opportunity to cross over to see, experience, and understand how others live.

This unique collection of exemplars explores narrative as a powerful means of inquiry, while also examining its possible limitations. Drawing on the experiences of teachers and teacher educators in a variety of settings who have been researching their own teaching, this book outlines a conceptual framework for considering narrative as a mode of inquiry, including narrative practices that teachers and researchers can try in their own settings. “This book demonstrates the power of narrative knowing in the continuing development of teachers. Careful narrative research, as described here, is especially important now, when governmental policies are demanding an almost exclusive emphasis on experimental designs. This collection shows what we stand to lose if narrative research is discarded.” —Nel Noddings, Lee L. Jacks Professor of Child Education Emerita, Stanford University