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Moments of tension: resistance as expressions of narrative coherence in stories to live by

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

Document Type: Research Article


Affiliations: 1: University of Alberta Edmonton Canada 2: St Francis Xavier University Nova Scotia Canada

Publication date: June 1, 2004

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