Landscapes, Edges, and Identity-Making

Vicki Ross is Associate Professor, Northern Arizona University, USA, and coordinates the Curriculum and Instruction Program and is Chair-elect of the Narrative and Research Special Interest Group of AERA. Her interests include teacher knowledge, development, and identity, curriculum studies, and narrative inquiry. She is a recipient of the Emerald Publishing Literati Award. Elaine Chan is Associate Professor of Diversity and Curriculum Studies at the University of Nebraska-Lincoln, USA, and specializes in the areas of teacher knowledge, teacher education, narrative inquiry, multicultural education, student experiences of schooling.

• Chapter 1. Multiple perspectives of the muskeg: The critical role of landscape in shaping teacher knowledge;  Elaine Chan and Vicki Ross Chapter 2. Attending to the Unfolding-ness: exploring the complexities of curriculum making in teacher education; Derek Hutchinson & Cynthia Clarke Chapter 3.Coming Alongside During the Dissertation Process: Living, Telling, Reliving, Retelling a Story of Being and Becoming a Narrative Inquirer; M. Shaun Murphy Chapter 4. Writing the Borderlands: Poetic Expression and Narrative Inquiry as Methodology: Inhabiting the Space Between Narrative Inquiry and Poetic Expression; Cynthia Clarke Chapter 5. Making Meaning of Meaning Making: Understanding Experience Through Story; Derek HutchinsonChapter 6. Beyond the Edges: Crossing the Boundaries of Identity Within Autobiographical Beginnings; Cynthia Clarke Chapter 7. Lived Identity: Interrupting Identity Categories through Stories of Curriculum Making; Derek Hutchinson Chapter 8. Speaking from the Borderlands: Reframing the Edges of Community; Cynthia Clarke Chapter 9. Representing Lives: Narrative as a Language for Experience; Derek Hutchinson Chapter 10. Meeting in the Borderlands: Vulnerability and Sustaining Relational Research; Cynthia Clarke and Derek Hutchinson Chapter 11. What Comes Next: Forward Looking Stories of Research-as-Experience; Cynthia Clarke and Derek Hutchinson

This volume contains 11 chapters by curriculum studies specialists from North America who explore the factors and influences that contribute to building teacher knowledge, with a focus on the work of C.L. Clarke and D.A. Hutchinson on the intersection of teacher knowledge, experience, and identity, particularly the relational nature of a narrative inquiry as a methodology to understand experiences. It emphasizes the critical role of context, or landscape, in the development of teacher knowledge and argues for a conception of teacher knowledge as the development of a body of professional knowledge that is informed by personal and professional experiences across time, space, and interaction. Chapters address the complexities of curriculum making in teacher education; the process of doctoral research in relation to narrative inquiry; methodological developments, descriptions, and explorations of methods of narrative inquiry, including poetic expression and making meaning through story; autobiography and narrative inquiry, the use of narrative inquiry to explore and disrupt patterns of formalistic approaches to constructions of sexuality and gender, how social constructions may be reconstructed through understandings that emerge from individuals' experiences, and experience as a way of deconstructing social frames of understanding phenomenon; and issues of relationship in the process of restorying and reconstruction of experience as ways of moving research and narrative inquiry forward, with discussion of the role of shared vulnerability in relational research.