This article was downloaded by: [University of Stellenbosch]On: 09 September 2013, At: 13:43Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

Reflective Practice: International andMultidisciplinary PerspectivesPublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/crep20

Moments of tension: resistance asexpressions of narrative coherence instories to live byMarilyn Huber a , Janice Huber b & Jean D. Clandinin aa University of Alberta, Edmonton, Canadab St Francis Xavier University, Nova Scotia, CanadaPublished online: 13 Oct 2010.

To cite this article: Marilyn Huber , Janice Huber & Jean D. Clandinin (2004) Moments oftension: resistance as expressions of narrative coherence in stories to live by, Reflective Practice:International and Multidisciplinary Perspectives, 5:2, 181-198, DOI: 10.1080/14623940410001690965

To link to this article: http://dx.doi.org/10.1080/14623940410001690965

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the“Content”) contained in the publications on our platform. However, Taylor & Francis,our agents, and our licensors make no representations or warranties whatsoever as tothe accuracy, completeness, or suitability for any purpose of the Content. Any opinionsand views expressed in this publication are the opinions and views of the authors,and are not the views of or endorsed by Taylor & Francis. The accuracy of the Contentshould not be relied upon and should be independently verified with primary sourcesof information. Taylor and Francis shall not be liable for any losses, actions, claims,proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to orarising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Anysubstantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Reflective Practice, Vol. 5, No. 2, June 2004

Moments of tension: resistance as

expressions of narrative coherence in

stories to live by

Marilyn Hubera*, Janice Huberb and D. Jean Clandinina

aUniversity of Alberta, Edmonton, Canada; bSt Francis Xavier University, NovaScotia, Canada

Our narrative inquiry in this paper explores the experiences of children and ourselves as teacherresearchers as we negotiated two city center school contexts, one, a year 3–4 classroom and thesecond, a year 5 classroom. We attended to moments of tension in each context in order to exploreour research purposes. The first is to develop a perspective for understanding how children andteacher researchers experience one another in teaching/learning settings. A second purpose is tounderstand what happens in moments of tension where children’s and teachers’ stories to live by areseen to be resisting stories of school. We selected moments from our field notes where we identifiedtensions between children’s and teacher researchers’ stories to live by and the stories of school inwhich they were embedded. We develop an understanding of narrative coherence to explore thesemoments in both teacher researchers’ and children’s stories to live by on school landscapes.

Situating the inquiry

Living alongside teachers and administrators in schools has been part of a more than20 year research tradition of those interested in understanding teacher knowledge,that is, knowledge expressed and shaped in practice (Elbaz, 1983; Connelly &Clandinin, 1988). Engaging with teachers as they lived their lives in schools,researchers came to understand teachers as holders of personal practical knowledge,knowledge which is embodied, personal, moral, experiential, professional and cul-tural. As these understandings of teacher knowledge developed, teacher knowledgebegan to be conceptualized in terms of narrative life compositions. The stories thesenarratives are built on were described as both personal, reflecting a person’s lifehistory, and social, reflecting the professional knowledge contexts in which teacherslive (Clandinin & Connelly, 1995).

It was as researchers worked alongside teachers that they began to be aware of thetensions teachers experienced as they expressed their knowledge in schools (Clan-dinin & Connelly, 1995). As Clandinin and Connelly and others with whom theyworked (Davies, 1996; Rose, 1997; He, 1998; Phillion, 1999; Huber, 2000) began

*Corresponding author: Centre for Research for Teacher Education and Development, 633Education South, University of Alberta, Edmonton, Alberta T6E 2G6, Canada. Email: mhu-ber@ualberta.ca

ISSN 1462-3943 (print)/1470-1103 (online)/04/020181-17 2004 Taylor & Francis LtdDOI: 10/1080.14623940410001690965

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

182 M. Huber et al.

to attend closely to teachers’ professional knowledge contexts, they conceptualizedthese contexts using a metaphor of a professional knowledge landscape described as:

allow[ing] us to talk about space, place, and time. Furthermore, it has a sense ofexpansiveness and the possibility of being filled with diverse people, things and eventsin different relationships. Understanding professional knowledge as comprising alandscape calls for a notion of professional knowledge as composed of a wide varietyof components and influenced by a wide variety of people, places, and things.(Clandinin & Connelly, 1995, pp. 4–5)

At first researchers attended to the epistemological and moral nature of professionalknowledge landscapes with their remarkably different in- and out-of-classroomplaces (Clandinin & Connelly, 1995). A language of the landscape became alanguage of ‘secret places, sacred stories, cover stories, the conduit, and its rhetoricof conclusions — categories designed to penetrate our social construction of thereality of teaching and schooling’ (Soltis, 1995, p. vii). Researchers (Craig, 1995;Davies, 1995; Hogan, 1995; Huber, 1995) attended to how teachers experienceddilemmas as they moved from the relative safety, for them, of their in-classroomplaces to the prescriptive out-of-classroom places where they were expected to holdcertain, expert knowledge. Clandinin and Connelly (1995) wrote ‘these are twofundamentally different places on the landscape, the one behind the classroom doorwith students, and the other in professional places with others’ (p. 5).

In order to conceptually link personal practical knowledge, the professionalknowledge landscape and teacher identity, Connelly and Clandinin (1999) devel-oped a narrative notion of identity described as a unique embodiment of a teacher’sstory to live by, a story shaped by the landscapes, past and present, in which s/helives and works. Attending to stories to live by foregrounds the relational, thetemporal, the contextual, the personal and the social.

Children and families have always been present on both the in- and out-of-class-room places1 where teachers work. As teachers and researchers we have attended tochildren’s lives as we listened, watched and worked as teachers and alongsideteachers. Our attending has been mediated by our own knowing as teachers andother teachers’ knowing. We know children and families, for the most part, throughthe lived and told stories of teachers.2

In the research on which this paper is based, we attend to the diversity ofchildren’s and teachers’ stories to live by3 as they meet on two school landscapes. Wehave two research purposes. The first is to develop a perspective for understandinghow children and teacher researchers experience one another in two teaching/learn-ing settings when they have diverse cultural histories as expressed in their stories tolive by. We further develop the conceptual framework of narrative interlappings(Sweetland et al., 2004) to explore two moments of tension where teacher re-searchers and children engage in a situation on school landscapes. A second purposeis to try to understand what happens in moments of tension when children’s andteacher researchers’ stories to live by bump up against or resist stories of school. Wedevelop an understanding of narrative coherence to explore these moments in bothteacher researchers’ and children’s stories to live by.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

Moments of tension 183

Beginning our inquiry in practice

We begin in the midst of a year-long narrative inquiry (Clandinin & Connelly, 2000)at City Heights4 school. Karen,5 the teacher of the year 3–46 classroom, commentedthat when Jean came to the classroom, the children ‘get high’. As teacher researchersalongside Karen and the children, Janice and Jean also entered onto the landscapeof City Heights school. Teaching and inquiring alongside one another, they negoti-ated relationships with children and families and wrote field notes of life in theclassroom and school. While Karen and Janice knew the children much moreintimately than Jean because they were present for longer time periods, they sharedmany stories with Jean through field notes and ongoing conversations, stories wenamed ‘second hand stories’ (Keats, Whelan & Huber, submitted). These second-hand stories traveled back and forth as Karen and Janice shared stories of thechildren with Jean and shared stories of Jean with the children.

Because our research focus is to understand how children and teachers experienceone another when they have diverse cultural histories as expressed in their stories tolive by, Karen’s comment provided a point of entry for Jean to wonder about whoshe was in the children’s stories. As Jean read fieldnotes, she wondered aboutKaren’s sense of something different happening when she was in the classroom. IfKaren noted something, perhaps if Jean attended closely to her story to live by at thistime and place, she could learn something of the diversity of children’s and teachers’stories to live by. She wrote:

I sensed an energy in the room but because it is often there it did not seem remarkableto me. I wonder what Karen meant and whether the children do get high when I come.Is it something about what I do with them? I try to fit into the ongoing classroomactivities, doing whatever Karen suggests, whether it is reading with a child, helpingsomeone with math, going out for recess supervision. I try not to change the metaphoricclassroom parade but to blend into it, joining into the dance. Karen’s comment makes memore awake to the knowledge finding expression in my actions, knowledge outside oflanguage, embodied knowledge. When Karen noted the ‘high-ness’ about me and theclass I thought back over my interactions with the children … resisting with Corina,7

connecting with Rachel, hearing Damien say something in his language (Cree), wonder-ing with Tommy and Warren about a math problem, laughing with Britney as she chosea pseudonym for the study, holding Lia as she felt alone and marginalized.

I feel I am in a privileged place in the classroom … teacher’s friend and researcher. Iwonder who the children see me as. I wonder what their stories are of me. Do they seeme as a person outside any of their familiar storylines of who lives in school with them?(Journal entry, April, 2000)

Still puzzling over Karen’s comment as pointing to something about how teacherresearchers’ identities are composed and lived out on school landscapes, we returnedto field notes around one moment from the day Karen made the comment:

When Jean arrived at school, it was lunchtime. Karen was on her way outside forplayground supervision. Jean offered to help but Karen said she thought Jean shouldhave coffee in the staffroom; it was going to be a busy afternoon. Jean headed to thestaffroom but stopped in the office when she spotted Corina, a child in Karen’s roomwith whom Jean often spent time reading. Corina sat on one of the chairs lined up in

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

184 M. Huber et al.

front of the secretary’s desk. Beside Corina sat a much older boy, who was turning thepages of a Berenstain Bears book. Corina was watching him turn the pages.

Jean sat down with them, began reading some of the pages and joining in theconversation. They did this for several minutes when Corina, nested between Jean andthe older boy, asked if Jean would get a book from Corina’s desk in the classroom.Wondering why Corina was in the office but not yet quite awake to what washappening, Jean suggested that the classroom door was unlocked and that Corina couldgo down and get the book. Jean said she’d wait in the office. Corina silently stood up,went to the staffroom door, mere inches away, and quietly asked if she could go to getthe book. Jean, thinking Corina was on her way to the classroom, continued looking atthe Berenstain Bears book with the other student. However, when Corina returned andsat down, Jean noticed she didn’t have a book. Jean asked if Corina went to the room.Corina said, ‘They said no’.

Jean was puzzled … still slightly asleep to the stories being lived out, to Corina’sknowledge expressed in her actions. Corina knew permission was needed to leave theoffice, to go to the classroom, to get her book. Jean’s knowing of the school was mostlyof Karen’s classroom. The room was democratic, children had freedom to move to getwhat they needed to learn with. Jean was unaware that on this out-of-classroom placea different knowing was called forth from Corina, a knowing Jean did not recognizeimmediately. Jean was caught off guard, a sense of not knowing. ‘No problem’, Jeansaid to Corina, resistance called forth from her knowing coming to awareness. ‘We’llgo together and get your book.’ They went to the classroom, Corina got her book.Together they sat in the front hallway and read the book, an act of resist-ance … knowing called forth from Jean by the refusal given to Corina. (Reconstructionof Notes to File, April, 2000)

Some time later, Jean realized that in the moment of going with Corina to theclassroom and then reading the book, not in the office area but in a cozy area withbenches in the front foyer, Jean’s actions with Corina were resisting, bumping upagainst a school discipline story. Talking out loud as she worked with us to morefully understand the moment, Jean wondered: why was it resistance that was calledforth? what was it in my knowing? how was the act of resistance the narrativeknowing that found expression? In these initial wonders we were, for the most part,attending to Jean’s knowing as it bumped up against stories of school on theprofessional knowledge landscape. We had not yet begun to attend closely to Jean’sstory to live by as it bumped up against Corina’s story to live by.

Jean’s naming of her actions with Corina as actions of resistance, actions thatseemed to have the potential to be a story of resistance to the stories that shaped thatparticular school landscape, opened us up to new wonders. How was this plotlineinterconnected with the evolving stories Jean lived, told and retold of herself? Howmight we understand this story of resistance as interconnected with knowledge,context and identity? With these questions in mind we returned to trying tonarratively understand the moment between Corina and Jean.

Narrative understandings of school landscapes and identity

Our wonders about stories of resistance, school landscapes, and children’s andteacher researchers’ identities as they meet on school landscapes are intimately

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

Moments of tension 185

connected with Clandinin and Connelly’s ongoing program of research into teacherknowledge. Using their narrative concepts, we were able to attend to where ourstories were situated, that is, to the professional knowledge landscapes on which themoments we explore in this paper were lived out. In this paper we attend closely toparticular events where tension was identified. We used felt tensions to help usidentify places where children’s and teachers’ stories to live by and the stories ofschool in which they were embedded might be in conflict. The moment with Jeanand Corina was one such moment we identified when Karen noted her experienceof the day. As we explored that moment, we came to understand more about theprofessional knowledge landscape of schools, their in- and out-of-classroom places,teachers’ personal practical knowledge and the meeting of diverse children’s andteacher researchers’ stories to live by. Attending in this way allowed us a perspectiveon stories of resistance that moved us beyond seeing these stories in negative terms.

Returning to the moment with Corina and Jean

As narrative inquirers, the field note describing Jean’s and Corina’s meeting on theout-of-classroom place helped us make connections among knowledge, context andidentity. Karen’s comment made visible her personal practical knowledge of herclassroom; a school story of discipline tells us something of the out-of-classroomplace on the professional knowledge landscape of City Heights school; and as Jeanand Corina’s lives met on this out-of-classroom place, we learned about who Jeanand Corina were and the evolving stories they live by.

Returning to Karen’s comment about Jean’s presence in the classroom making thechildren ‘high’, we learned something of Karen’s sense of the usual rhythm of a dayin her classroom. As Karen’s comment highlighted, her knowing of the rhythm of aday shifted when Jean came to the room. When Karen first made the comment, shewas laughing as she searched for words to convey her embodied knowing of howJean’s presence shifted the in-classroom rhythm. Picking up on a different energyshe felt in the room, Karen named this shift in rhythm as ‘high’.

The moment with Jean and Corina happened on an out-of-classroom place, theouter office area. We, including Corina, were familiar with the school stories shapingCity Heights. We knew the outer office area was a place where children were sentwhen there was difficulty on the playground, in a classroom, or somewhere else inthe building. As in many schools, this outer office area was a place where childrenwere sent for supervision when they were seen to be unable to stay with otherchildren. Sometimes further disciplinary action was taken but, often, it was just aplace of supervision, a monitored place, a quiet place. However, because the outeroffice was windowed and situated in the front foyer, it was not a private place.Children who were in the area knew they were highly visible, both from the hallwayand the staffroom. Those looking in from outside the outer office knew thechildren’s behavior was outside the school plotline of acceptable behavior.

On the day of the field note Jean did not know why Corina and the other childwere in the outer office area. However, because Corina had a sense that she neededpermission from the office staff to leave, we do know she saw herself as having been

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

186 M. Huber et al.

defined as fitting into the plotline of ‘in need of monitoring’. There was, in Corina’sactions, a knowing that leaving the monitored area without permission could lead toa further reprimand. On this day, a reprimand would have been doubly humiliatingfor Corina given both the visibly of the area and the relationship she shared withJean. If Corina received a reprimand on that day, Jean would also have been awitness.

In the moment of meeting when Jean initially found Corina in the office area, Jeanwas on her way, as Karen suggested, to the staffroom. Seeing Corina and feeling asense of connection, Jean joined her, eventually becoming caught into a school storyof discipline. In the beginning, it was Jean’s and Corina’s pleasure in seeing oneanother that held Jean’s attention. The early moments of their meeting were alsocarried by an established rhythm of reading together, Corina snuggling close intoJean’s body. It was not until some moments passed that Jean started to awaken towhat was happening. Corina’s request to get a book from the classroom that she andJean might read together, was when Jean first began to attend to stories other thanher relational story with Corina. At first, Jean seemed to be thinking that it waspossible for Corina to get her book because the classroom door was unlocked. Onlyas Corina sat back down, without a book, did Jean awaken more fully to what washappening.

Attending to diverse stories to live by

As we continued to try to understand this moment, Jean returned to memories ofherself as a child. In her stories, we learned that Jean did not see herself as a resisterin her story of herself in school. Rather, she saw herself as an outsider, a little kidfrom the country who sat outside, at the edges, waiting to be called in, somehowsensing that one moved by invitation from outside to inside. Jean felt outside in herchildhood experiences of school. She recalled feelings of being outside living withher throughout her years as child in school. Jean told stories of moving silently, asshe saw Corina doing, never quite certain she was accepted. In school Jean recalledliving on the edges.

Recollecting and laying Jean’s childhood stories alongside the stories Corinaseemed to be living out in this moment, we looked for narrative interlappings(Sweetland et al., 2004). We saw narrative interlappings as the spaces where Jean’sstory nested beside, moved apart from, reshaped Corina’s stories to live by, or wasreshaped by Corina’s stories to live by. Using the concept of narrative interlappingsprovided a way to understand how Jean, a researcher teacher, and Corina, a child,experienced one another in this teaching/learning setting. There was, in the fieldnote, a sense of Jean’s surprise at her response to Corina. As Jean carried us backin time and place, back to this moment with Corina and back to her own childhoodmemories of school, we wondered, why had the refusal to Corina’s request notcalled forth a story of silence or obedience or anger. As Jean laid her story of beinga child in school beside Corina’s, why was obedience to the rules not Jean’sresponse? Was Jean, now as an adult, a mother, a teacher researcher, a teachereducator, a feminist, enacting a story of resistance with Corina because she wanted

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

Moments of tension 187

her to feel like she could resist in school? Did Jean want Corina to know that therewere alternative plotlines she could respond by?

Another reading of the moment would be to acknowledge that there were spaces,gaps where Jean and Corina’s stories may not interlap. As a child Jean had a placewhere she was accepted, a place where she could live a story where she felt shebelonged. Jean wondered if she was able to stay on the outside at school because,with her family, she knew she had a place she belonged. Over time then, as Jean’sand Corina’s lives intermingled and as Jean tried to weave the story fragments sheknew of Corina into a coherent narrative, had she constructed a story of Corina fromstoried fragments of her life where Corina did not have a place where she belonged?Jean knew Corina was of mixed Cree and Asian heritage. Jean knew Corina did notlive with all of her family all of the time. Did Jean wonder where Corina felt shebelonged? Was Jean trying to make sure Corina knew school as a place of belonging,as a place where she felt inside? Did Jean want Corina to know she could resist whenthose spaces were not there for her on the out-of-classroom place?

Yet another reading of this moment between Corina and Jean fills us withquestions about resistance and the narrative continuity in this moment in Corina’sstory to live by.8 Carr (1986) explores continuity in terms of narrative coherence, afragile achievement he describes as a process of ‘telling and retelling, to ourselvesand to others, the story about what we are about and what we are’ (p. 97). He goeson to say that coherence ‘seems to be a need imposed on us whether we seek it ornot. Things need to make sense’ (p. 97). Living alongside Corina for a year we cameto know her narrative coherence as following plotlines of silence, of living on theedges, of not questioning, of seeking affection, of seeking approval, of playfulness, ofloving. Reading across our fieldnotes, Corina’s narrative coherence seemed to becomposed around searching for and trying to sustain relationships in places whereshe felt she belonged. We saw Corina living out these plotlines both in relation withclassmates, with us, and other adults, inside and outside the school. We have nocertainty of knowing, then or now, how Jean’s living of a story of resistance mighthave reshaped Corina’s story to live by.

Working through this storied moment allowed us to see the ways Jean’s story tolive by was in tension with the story of school being lived out on the out-of-class-room place at City Heights. Jean, by enacting her preferred story of school as a placeof inclusion, of belonging, may have created a space on the out-of-classroom placewhere Corina may have felt included. However, as Jean lived out that practice sheknew she was resisting the part teachers were supposed to play in this particularstory of school. For Jean, her practice was coherent with her knowing, with who shewas becoming. She recognized, however, that her practice was also an enactment ofa story of resistance, going against the plotline of the story of school. We began tosee the possibility of understanding the experiences of children’s and teachers’stories to live by as they bumped up against each other through using a concept ofnarrative interlappings. We began to explore resistance as part of the tension createdas storied lives met on storied landscapes. Furthermore, we began to understandacts of resistance, like the one Jean lived out with Corina, as Carr (1986) says, asnecessary for narrative coherence in our stories to live by.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

188 M. Huber et al.

Stories of resistance as expressions of narrative coherence

In our exploration of the moment lived out between Jean and Corina on thelandscape of City Heights, we attended narratively to what the moment helped us tounderstand about knowledge, context, and identity. Moving back from the moment,we sketched out Karen’s knowledge of her in-classroom place, a school story ofdiscipline on the out-of-classroom place, and the narrative interlappings betweenCorina’s and Jean’s stories to live by. Attending in this way helped us see Jean’sactions with Corina, that is, going with Corina to get her book from the classroomand sitting together in the front foyer, could be read as resistance to the school storyof discipline. However, as Jean reflected on this moment with us, laying the momentalongside her evolving stories to live by, we became more curious about stories ofresistance. Exploring Jean’s resistance narratively helped us to understand that herliving out of a story of resistance in the moment with Corina was not simply an actof defiance, an act that undermined a dominant story of school. It could be seen, asCarr (1986) wrote, that Jean was engaged in living out a story of who she was, astory Jean has been telling and retelling since she was a child in school. Her story tolive by was shaped by childhood experiences of feeling like an outsider at school aswell as by experiences of belonging within her family.

Understood narratively then, what Jean was doing, even though she was not fullyawake to it in the moment with Corina, was searching for narrative coherence in herstories to live by. In the moment with Corina, Jean was also searching for narrativecoherence between the in- and out-of-classroom places on the landscape of CityHeights school. She was also searching for narrative coherence between her child-hood stories of school and Corina’s present school experiences9 and she wassearching for narrative coherence between Corina’s and her shared narrative ofliving stories of belonging. Narratively mapping out this moment with Corina andJean helps us understand the intersections of knowledge, context, and identityaround moments of tension in other stories, other moments where stories ofresistance were visible on school landscapes. In particular, we were drawn toward afurther exploration of stories lived among ourselves and children in a year 5classroom on the landscape of Greenville school. Here, too, we identified tensionsas pointing to the children’s and our need for narrative coherence.

Intentionally shaping spaces for narrative coherence in stories to live by

Not long after Corina and Jean lived through the out-of-classroom moment at CityHeights, our lives continued to unfold on another city center school landscape. Thisschool, Greenville,10 brought together the lives of Jean, Karen, Janice and Marilynwith the lives of both year 3–4 and year 5 children and families. At GreenvilleSchool, Janice, Marilyn and Karen were teacher researchers who were responsiblefor teaching a year 3–4 and year 5 class. Jean was a part-time researcher teacher inthe classrooms. The inquiry on which this paper is based extended for approximatelytwo months. Our methodology was consistent with our inquiry at City Heights.

One of the moments we identified as a moment of tension on Greenville’s

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

Moments of tension 189

landscape was a moment when Janice attended a committee meeting focused on theschool discipline policy. In the meeting, some of the committee members felt it wasappropriate to see student behavior and discipline in terms of predefined, lock-stepgradations. According to the policy, offenses were rigidly categorized according toseriousness and beside each category specific discipline responses were recorded.Once a student moved through the steps for first, second and third offenses in aparticular category, they moved to the next, more serious level. The school’sdiscipline policy ended with out-of-school suspension. This current discipline policy,shaped into a contract, was signed by all parents and students.

In the meeting, Janice, new to the school, wondered about student input into thepolicy. She wondered how the students felt about the policy. How did they makesense of the policy? She also wondered about the appropriateness of the policy givenwhat she knew of the students’ lives. The other committee members, frustrated withJanice’s wonderings, finally set a one-week time limit where she could, if she desired,seek student input. For Janice this was a moment of tension.

Janice returned to the classroom determined to intentionally create a space to hearwhat students had to say. The following fieldnote records what happened as she andstudents talked.

Today a small group of year 5 children talked with Janice about the school disciplinepolicy. Janice explained she was working on a school-wide committee to review theschool’s behavior plan and wanted to talk with them about how they thought ofdiscipline and behavior in the school. The year 5 children who came to the conver-sation volunteered to spend recess and lunch time talking with Janice. At this firstmorning recess meeting Janice began the conversation by sharing a copy of the behaviorcontract all children and parents were required to sign at the beginning of each schoolyear. As she listened to children’s surprise in learning there was such a document,Janice was intrigued. Tom particularly drew attention to what he saw as the meaning-lessness of a signed piece of paper. He said, ‘Well, you can sign a piece of paper likethat but it doesn’t change what kids do to each other. Mitchell calls Cynthia garbageall the time and laughs. He laughs about how her dog got run over and he makes hercry’. Janice, incredulous, asked why Mitchell called Cynthia garbage. Cynthia, also partof the conversation, began to cry but she did not speak. Tom told more of the story.He described last year’s Halloween Party, commenting that Halloween wasn’t a funtime for everyone. He told of the shame he felt when he dressed in a sheet and cameto school as a ghost. He said his family couldn’t afford to buy costumes for all thechildren so they had to make them up. As he talked about how other kids laughed athim, he connected his memories of this story with what happened to Cynthia. ‘Thesame thing happened to Cynthia. She wore a garbage bag to school. When other kidsasked ‘what’ she was, she said ‘garbage’.’ Also with tears in his eyes, Tom expressedhow much he hated Halloween and that some kids still called Cynthia garbage. (Notesto File, September, 2000)

As Janice reflected on what she was doing in the event represented in the fieldnoteshe wondered, what was it in her knowing that called forth resistance from her inresponse to the school discipline policy. In order to set a context for this fieldnoteand Janice’s wondering about her knowing, we shift backward in time to thebeginning of the school year with this group of students.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

190 M. Huber et al.

Attending to stories on the in and out-of-classroom places

In mid-August, 2001 we began setting up a classroom space we imagined as aninviting, interesting place for the year 5 children to enter into. As bookshelves,student work tables, learning centers and display areas were figured out, a spacefor gathering as a class was created in one corner. While this gathering space wasused for small groups of children or individuals as they spread out from the worktables to solve math problems, co-author pieces of writing, share read a book, orwork quietly on their own, we also imagined that this space would become a placefor ‘peace candle’ gatherings (Clandinin et al., submitted). Although known bydiffering names across multiple other elementary, junior high and universityclassrooms, we each knew the peace candle gathering space as a place wherechildren’s and teachers’ lives were the curriculum11 (Dewey, 1938; Connelly &Clandinin, 1988).

After years of negotiating these kinds of gathering spaces with diverse communi-ties of children, youth and adults, we knew that, in the beginning, they were oftennot seen as learning spaces. We were not surprised when, as we began to negotiatepeace candle gatherings in the year 5 classroom at Greenville, many children metthis practice with resistance. As the children’s voices pushed against what weimagined, they said, ‘We do not want to talk about our lives’; ‘We do not want toshow, or let anyone else know, our feelings’. And, they wondered, ‘When are wegoing to do some real work?’

On the year 5 in-classroom place, the story of school we were trying to composewas around plotlines of belonging, acceptance, respect and blurring the boundarybetween home and school. We knew this story was not the story of school mostchildren lived in earlier classroom spaces. Nor was it the story of school dominatingGreenville’s out-of-classroom place and expressed in the discipline policy. Ourknowing of children’s past experiences on their in- and out-of-classroom places wasshaped by their storytelling as we continued to hear numerous accounts of theirexperiences, not unlike Tom’s telling in the fieldnote. As children spoke in resistanceto our plotlines of a story of school composed around making spaces for lives, weknew their resistance was an expression of the lack of narrative coherence they feltbetween our practices and what they knew as school. Our practices were anexpression of our stories to live by, of who we were. But we also knew our practiceswere not coherent with the practices children knew as fitting within their stories ofschool.

In time, the children’s search for narrative coherence with what they knew as thestory of school began to shift on the in-classroom place. In our understanding, thisshift took place as trust developed, both among each child and ourselves and amongthe children. Shaped slowly, moment by moment, day by day, children began toshare stories of their lives as they realized what it meant to live a story of school thatallowed them to tell and retell stories of who they were and what they were about(Carr, 1986). New stories of school began to be lived on the in-classroom place. Asone child shared his or her story, spaces opened up for other children to tell storiesof their lives and for us to come to know each other more intimately. On the day of

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

Moments of tension 191

the field note a small group of children gathered with Janice in this peace candlespace to talk about the discipline policy.

Sketching out the background of this moment of conversation among Janice,Tom, and a group of year 5 students helped us to understand more about in- andout-of-classroom places at Greenville school. This narrative sketch revealed thatboth Janice’s conversation with the year 5 students and the newly emerging story ofpeace candle gatherings, bumped up against the stories of school at Greenville. Wewere also able to understand more about Marilyn, Karen, Jean and Janice’s personalpractical knowledge, expressed in their practices, even when they felt childrenresisting, of trying to negotiate a curriculum attentive to lives.

Attending to diverse stories to live by

As we tried to understand Janice’s intentions to create a space for narrativecoherence around school discipline, Janice returned to memories of herself as abeginning teacher. Janice, teaching in a rural school, struggled to implement aprovincially mandated curriculum that was both designed in, and reflective of, anurban center hundreds of kilometers away. The mandated curriculum did not fitwith the lives children in this rural community were living outside the school nor didit fit with the in-classroom story Janice and children were composing. As Janice toldus stories of that time and place, she shared memories of Charlotte and Jane,children bussed from the nearby reserve, and the humiliation they experienced asthey entered into a school dominated by English-speaking, middle-class plotlines.She also shared memories of Hartmut whose newly immigrated family homesteadedmiles from the small rural community and his struggle to find his way to school eachday. Janice recalled the torment she felt as she worked on the in-classroom place tocome to know each of the children’s lives and to live alongside them in relationalways at the same time as she felt pressured to live out the expected plotline for abeginning teacher within this school context. In these expected plotlines Janicefound herself accountable for following the curriculum as mandate. Regular evalua-tions of her practice focused on long-range plans and detailed record keeping onchildren’s achievement. These plotlines, shaped by stories of school, were not onesthat considered the lived significance of Charlotte rarely having lunch, of Janenegotiating two cultural worlds and of Hartmut trying to make sense of his life inthis strange and unfamiliar place.

If we once again played with narrative interlappings as a way to understand whoJanice was in relation with these children and the stories of school shaping thelandscape of this small rural school, we could say that Janice’s story to live by seemsto be more nested beside the children’s lives than beside the story of school andbroader professional stories of curriculum and achievement. As Janice traveled backin time and place sharing memories, we sensed her internal struggle as she remem-bered her attempts to move apart from the out-of-classroom stories of curriculumand achievement. Instead, Janice’s story to live by, her personal practical knowledgeas a teacher, seems to be significantly shaped and reshaped as she worked alongsideand came to know Charlotte’s, Jane’s and Hartmut’s stories to live by.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

192 M. Huber et al.

As Janice reflected on the 16-year old memories of beginning teaching she movedeven further back in time to stories of her childhood, stories both in- and out-of-school. Janice recalled a story of her best early childhood friend, Gina, a child fromthe reserve close to Janice’s childhood farm. As a child Janice awakened to knowingthat her friendship with Gina made people in school uncomfortable. But Janice hadgrown up in a house many diverse people called home. In that home place Janicelearned to live a story of diversity and, according to plotlines shaped by her parents,she also learned to negotiate a respectful sense of living in relation with people. Asshe entered school and discovered school as a place following different plotlines, aplace where Janice felt her and Gina’s friendship was not accepted, Janice knew shecould come home to a place where her story of friendship with Gina would berespected.

Stories of resistance as narrative coherence

When we attended to the moment between Corina and Jean we explored what wecalled Jean’s stories to live by as a story resistant to the story of school being livedout on the out-of-classroom place at City Heights. We explored Jean’s actions bothas an act of resistance and as an act of narrative coherence. In a similar way, we wantto explore the moment with Janice and the conversation group of year 5 children.

One reading of this moment could be that Janice, like Jean, by insisting on studentinput into the school behavior plan, was acting against a story of school of hierarchy,of student voicelessness being lived on the out-of-classroom place. In reading themoment as an act of resistance we could say that Janice participated on thecommittee in hopes of changing the school discipline policies from uniform, punish-ment-oriented, hierarchical plotlines to individually respectful, negotiated, growth-oriented plotlines. Another reading of this moment is to see Janice’s desire to shiftthe discipline policy as emerging from her reading of the research on emancipatory,democratic education (Fine, 1987; hooks, 1994). In this way her actions could beconnected with being caught up in a story of working against oppression in schools.However, understanding the moment as an expression of her story to live by we seethe continuity in relation to her narrative history and to the story to live by she,Karen, Marilyn, Jean, the children and families were negotiating on the in-classroomplace of this year 5 classroom. In the in-classroom place, stories were beingcomposed around lives and around negotiating relational ways of living in com-munity. That the moment with the year 5 conversation group opened up to attendto Tom’s story, a story he told in response to what he saw as the meaninglessnessof plotlines imposed by school stories of behavior contracts, fit with the unfoldingclassroom story. In this way, too, Tom’s actions could be understood as anexpression of narrative coherence.

This figuring out of a new story of school spread from the peace candle gatheringsto other in-classroom spaces. We saw evidence of this in the September, 2000 fieldnote when Tom laid his story alongside the meaninglessness of imposed schoolpolicies and a story he knew of Cynthia. As we re-turned to the field note, attendingto Tom’s naming of the meaninglessness of imposed school discipline policies, we

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

Moments of tension 193

wondered, was he drawing attention to his feeling of a lack of narrative coherencebetween signing a behavior contract and the experiences he and other children livedin the school? When Tom told a compelling story of one child’s teasing of anotherchild, teasing that began in a school-imposed celebration, a Halloween Party, was hetrying to further explore the lack of narrative coherence he was feeling? For Tom andCynthia, as Carr (1986) noted, things seemed to fall apart when who they were intheir home lives did not fit with who they were expected to be in a school plotlineof having a costume for Halloween. Did the conversation group around the schooldiscipline policy open up a space where Tom was able to name school as anonsensical place, a place with plotlines making it impossible for him to maintainnarrative coherence? His story, in response to Janice’s wonders around how studentsfelt about, and made sense of, the school discipline policy, showed his experiencesof school as being shaped by plotlines not making sense. When we continued toattend to the narrative interlappings between Tom’s and Janice’s stories to live by,we noted the surprise Janice felt as Tom spoke of Cynthia’s experience of beingtaunted. In a moment of narrative interlapping grounded in her homeplace and inher beginning teaching stories, Janice experienced a moment of incredulity as shelearned that Cynthia was called garbage because she wore a garbage bag for herHalloween costume. In this moment she may have laid her memories of Hartmutbeing storied as not having acceptable clothing alongside Cynthia’s story of nothaving a proper Halloween costume. She may have laid this story even further backin time alongside the lack of acceptance her friendship with Gina received in herchildhood school.

Both Tom and Janice experienced tension with the school story of discipline atGreenville as they began to enact, to live out, stories attentive to lives. Janice’stension was expressed in her insistence that children have an opportunity to haveinput into the school discipline policy, despite the resistance of others. Tom’stension was expressed in his story of children’s experiences told in the conversation.

Learning from moments of tension on school landscapes

Our awakening to stories of resistance was shaped as we began to ask questions ofthe tensions experienced when our and children’s stories to live by bumped upagainst one another and against stories of school. Britzman and Pitt’s (1996) playwith double movement as a way to understand teaching and pedagogy is helpful asthey describe double movement as ‘learning from the material and trying to createfrom this learning … the possibility of learners implicating themselves in theirlearning’ (p. 117). As three teacher researchers inquiring into moments we lived ontwo school landscapes, we both learned from the material of our experiences andimplicated ourselves in our learning. Attending in this backward and forward way,narrative way, helped us to begin to map out an alternative understanding ofresistance on school landscapes.

We came to appreciate in ways not previously made explicit, that children andfamilies do not live in our professional knowledge landscapes. While we share theplace of school and live within shared stories of school, children and families

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

194 M. Huber et al.

experience the school landscape without an understanding that school landscapesare also a professional knowledge landscape. Corina did not live within the CityHeights professional knowledge landscape and, perhaps, she was only dimly awarethat Jean did live within a professional knowledge landscape. However, they bothlived on the school landscape, shaping and being shaped by some shared stories ofschool. As became evident in the moment storied in the paper, Jean and Corina bothlived within the school story of discipline but were positioned differently within it.Jean knew the professional knowledge landscape and was positioned within it asteacher researcher. Corina did not know that landscape and the ways that theprofessional knowledge landscape shaped Jean’s and Karen’s personal practicalknowledge. In the story of Tom and Janice, Janice tried to make visible one story ofschool around discipline but did not suggest to the children that she lived within aprofessional knowledge landscape. Tom told his stories of school which Janicerecognized as ones they shared on the school landscape although they were posi-tioned differently in the story of school.

For us, exploring backward and forward from these moments of tension drew usback to reconsider the ways that we, too often as teachers, do not see resistance fromstudents as expressions of narrative coherence. For students and for teachers, ourknowing as expressed in our practices in schools can be understood, in part, assearches for narrative coherence in our stories to live by. These moments can beunderstood as moments where we are telling and retelling our stories of who we areand who we are becoming in the midst of storied landscapes, landscapes which mayseem nonsensical to us.

When Jean lived out actions of resistance with Corina, she was, in the moment,not yet fully awake to the narrative significance of her actions. As Marilyn, Karen,Jean and Janice began to negotiate a curriculum of life alongside year 5 children andfamilies at Greenville school, they had some understanding of the children’s resist-ance to their peace candle practices, although this understanding was still somewhatpartial. Our links between diverse children’s and teacher researchers’ identities, thatis, the bumping up of their diverse stories to live by as they meet on schoollandscapes, were significantly deepened as we learned to understand stories ofresistance in this narrative way.

Further, we came through the unpacking of these two moments of tension asstudents and teacher researchers’ stories to live by bumped up against one another,to see them as moments of living what we have come to see as narrative interlap-pings. In previous work we conceptualized narrative interlappings as what happenswhen we tell our stories in conversation or write them in narrative accounts thatmove across or within individuals’ experiences. As one story resonates with anotherin the telling, new plotlines in lives become visible or old plotlines are seen in newways. However, as we worked through the two moments of tension we came to seethat narrative interlappings are also a way to understand the living of stories. Wecannot understand a moment where a teacher researchers’ and child’s story to liveby bump up against each other without trying to understand how this moment ofbumping reverberates back through the stories of each person. In the living, ourstories to live by are side by side, as in the story of Corina and Jean and in the story

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

Moments of tension 195

of Janice and Tom and, as the moment of experiencing unfolds, each story shapesthe other in ways that we cannot predict nor fully understand in the moment. It isonly as we look back, looking for tensions, gaps, overlaps and spaces, we understandthe reverberation that shifts the stories to live by in unexpected ways. For us, thisbecomes a new starting point for further inquiries as we try to engage more directlywith children about the intersections of stories to live by as moments of livednarrative interlappings. In narrative understandings of life in schools we have notfound ways to capture the moments where teacher researchers’ and children’s storiesto live by touch and are understood as resonating back across each person’s storiesin particular moments in time and place.

Acknowledgement

The authors wish to acknowledge the support of the Social Sciences and HumanitiesResearch Council of Canada and the Dr Stirling McDowell Foundation,Saskatchewan Teachers’ Federation.

Notes

1. In our view children and families do not live within the same professional knowledgelandscape as teachers and principals. The professional knowledge landscape is a metaphor-ical way of conceptualizing the moral and epistemological context of schools as experiencedby teachers and principals. Families, for the most part, are positioned off the schoollandscape and, when they enter the landscape do so under the hospitality of principals andteachers (Pushor, 2001). Families help shape the storied landscape for teachers as parentsco-construct, and live out a story, in which teachers are experts, providers of knowledgeabout their children, and implementers of curriculum and families are consumers andreceivers of information. When we say children and families are present on school land-scapes, we do not suggest they experience, or live within, the professional knowledgelandscape in which teachers and principals live.

2. There are some researchers who focus on children’s and families’ stories of school, mostnotably, Paley (1979, 1992, 1995).

3. We use the narrative construction of identity, stories to live by, similar to that notiondeveloped by Carr (1986), Crites (1971), and Bateson (1989).

4. City Heights is the name we gave to the city center school where this narrative inquiryunfolded. Located in a Canadian city, the community surrounding City Heights school wasdeveloped in the early 1900s, with some ongoing redevelopment since that time. The mostrecent neighborhood profile indicates that the number of single parent, transient, lowincome and unemployed families are a high proportion of the neighborhood. Property isdescribed as dilapidated and poorly maintained. There is little green space, a high crime rateand high traffic noise and congestion. Statistics Canada (1996) reported that the ethnicityof the community is diverse, with high numbers of people of Chinese and Aboriginalbackgrounds. Nearly one-quarter of the community’s adults are described as having lessthan a grade nine education.

5. Karen Keats Whelan was a teacher co-researcher working alongside Jean and Janice as theylearned from the stories of diverse children and families at City Heights school. Writing-in-progress from the inquiry explores children’s stories of school, their experiences of border-crossings between in- and out-of-classroom places, children’s identity making, and anexploration of ethical issues in negotiating relational narrative inquiry alongside children andfamilies.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

196 M. Huber et al.

6. Because of the multi-age organization of the school, we refer to the children’s year in schoolrather than a grade.

7. As part of the negotiation of this inquiry alongside the children and families involved,pseudonyms were chosen for the children, families and school to protect their identities.

8. We are indebted to Vera Caine, a nurse researcher who works in Aboriginal communitiesin northern Canada and who pointed out that members of Aboriginal communities are oftenseen as resisting health practices imposed on them by white southerners. However, as Cainepoints out, the members of the community see themselves as trying to hang on to practiceswhich sustain their cultural, personal and social narratives. The tensions are the result of themeeting of diverse cultural, social, and personal stories to live by.

9. Britzman and Pitt (1996) in retelling Anna Freud’s narrative of a governess with a difficultstudent note that ‘continuity turns back on itself when the same teacher cannot extend thepedagogical relationship beyond its structure of repetition’ (p. 121). While we do not relyon psychoanalytic theory but rather on theories of experience, we too see our work assituated in ‘the seemingly paradoxical assumption that learning how one learns from thelives, histories, cultures, and dilemmas of others involves a close study of one’s ownconditions of learning’ (p. 119). Thus in order to understand the moment between Jean andCorina we need to understand something of both Jean’s and Corina’s narratives ofexperience.

10. Greenville school, another city center school located in the same Canadian city as CityHeights, is nestled on the edges of the downtown core. City and school district documentsdescribe the neighborhood and children and families of Greenville school as similar to CityHeights. Located in a former ‘industrial’ area of the city, the Greenville neighborhood isdescribed as poor, with both small family homes and low-rental accommodation. Majortraffic routes mark its boundaries and, although the neighborhood is described as ethnicallydiverse, the school population is described as 40% Aboriginal with an ethnic mix ofPortuguese, Asian and other groups.

11. We do not mean to imply we were not attentive to the mandated provincial curriculum.Rather we made our starting point the children’s life experiences.

Notes on contributors

Marilyn Huber is currently a doctoral student at the Centre for Research forTeacher Education and Development at the University of Alberta. She hasbeen a high school, junior high school and elementary school teacher for manyyears in both urban and rural settings. She has also taught in the middle yearsteacher education program. Her research interests are in the tensions studentsexperience as they compose their lives in urban junior high schools.

Janice Huber is an Assistant Professor at St. Francis Xavier University in NovaScotia. She is a former elementary school teacher. She completed her Ph.D. atthe University of Alberta in 2000 and has worked with Jean Clandinin andMichael Connelly on various research projects since 1991. She is the author ofseveral chapters and articles. Her most recent article, co-authored with ShaunMurphy and Jean Clandinin, is published in Curriculum Inquiry. She also hasrecent articles in the Journal of Curriculum Studies, Reflective Practice andQualitative Inquiry.

D. Jean Clandinin is Professor and Director of the Centre for Research for TeacherEducation and Development at the University of Alberta. She is a formerteacher, counselor, and psychologist. She is the co-author with Michael Con-nelly of four books and many chapters and articles. Their most recent work,

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

Moments of tension 197

Narrative Inquiry, was published in 2000. She is part of an ongoing inquiry intoteacher knowledge and teachers’ professional knowledge landscapes. She ispast Vice President of Division B of AERA and is the 1993 winner of theAERA’s Early Career Award and the 2002 winner of the AERA’s Division BLifetimes Achievement Award. She is the 1999 winner of the CanadianEducation Association Whitworth Award for educational research.

References

Bateson, M. C. (1989) Composing a life (New York, Atlantic Monthly Press).Britzman, D. & Pitt, A. (1996) Pedagogy and transference: casting the past of learning into the

presence of teaching, Theory Into Practice, 35(2), 117–123.Carr, D. (1986) Time, narrative, and history (Bloomington, Indiana University Press).Clandinin, D. J. & Connelly, F. M. (1995) Teachers’ professional knowledge landscapes (New York,

Teachers College Press).Clandinin, D. J. & Connelly, F. M. (2000) Narrative inquiry: stories and experience in qualitative

inquiry (San Francisco, Jossey-Bass).Clandinin, D. J., Huber, J. & Keats Whelan, K. (submitted) Children’s stories of school: border-cross-

ings between in- and out-of-classroom places.Connelly, F. M. & Clandinin, D. J. (1988) Teachers as curriculum planners: narratives of experience

(Toronto, The Ontario Institute for Studies in Education).Connelly, F. M., & Clandinin, D. J. (1999) Shaping a professional identity: stories of educational

practice (New York, Teachers College Press).Craig, C. (1995) Dilemmas in crossing the boundaries on the professional knowledge landscape,

in: D. J. Clandinin & F. M. Connelly (Eds) Teachers’ professional knowledge landscapes (NewYork, Teachers College Press), 16–24.

Crites, S. (1971) The narrative quality of experience, Journal of the American Academy of Religion,39(3), 291–311.

Davies, A. (1995) Learning to live a competing story of teacher education, in: D. J. Clandinin &F. M. Connelly (Eds) Teachers’ professional knowledge landscapes (New York, TeachersCollege Press), 55–66

Davies, A. (1996) Team teaching relationships, unpublished doctoral dissertation, University ofAlberta.

Dewey, J. (1938) Experience and education (New York, Collier Books).Elbaz, F. (1983) Teacher thinking: a study of practical knowledge (London, Croom Helm).Fine, M. (1987) Silencing in public schools, Language Arts, 64(2), 157–174.He, Ming Fang (1998) Professional knowledge landscapes: three Chinese women teachers’ enculturation

and acculturation processes in China and Canada, unpublished doctoral dissertation, Univer-sity of Toronto.

Hogan, P. (1995) Two competing stories of professional development, in: D. J. Clandinin & F.M. Connelly (Eds) Teachers’ professional knowledge landscapes (New York, Teachers CollegePress), 111–117.

hooks, b. (1994) Teaching to transgress: education as the practice of freedom (New York, Routledge).Huber, J. (1995) A story of failed professional development, in: D. J. Clandinin & F. M. Connelly

(Eds) Teachers’ professional knowledge landscapes (New York, Teachers College Press),118–121.

Huber, J. in relation with Whelan, K. (2000) Stories within and between selves—identities in relationon the professional knowledge landscape, paper formatted doctoral dissertation, University ofAlberta, Edmonton, Alberta.

Keats Whelan, K. & Huber, J. (submitted) The place of storytelling: patterns and vacancies on theprofessional knowledge landscape.

Paley, V. G. (1979) White teacher (Cambridge, MA, Harvard University Press).

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13

198 M. Huber et al.

Paley, V. G. (1992) You can’t say you can’t play (Cambridge, MA, Harvard University Press).Paley, V. G. (1995) Kwanzaa and me: a teacher’s story (Cambridge, MA, Harvard University

Press).Phillion, J. (1999) Narrative inquiry in a multicultural landscape multicultural teaching and learning,

unpublished doctoral dissertation, University of Toronto.Pushor, D. (2001) A storied photo album of parents’ positioning and the landscape of schools,

unpublished doctoral dissertation, University of Alberta.Rose, C. (1997) Stories of teacher practice: exploring the professional knowledge landscape, unpublished

doctoral dissertation, University of Alberta.Soltis, J. (1995) Foreword, in: D. J. Clandinin & F. M. Connelly Teachers’ professional knowledge

landscapes (Eds) (New York, Teachers College Press).Sweetland, W., Huber, J. & Keats Whelan, K. (2004) Narrative interlappings: recognizing

difference across tension, Reflective Practice, 5(1), 45–74.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

elle

nbos

ch]

at 1

3:43

09

Sept

embe

r 20

13