ABSTRACT
A metaphor of journeying with narrative ideas – that is, thinking narratively over time, place, and relationships – offered, the author, the possibilities of seeing interruptions, delays, short and long visits, detours, places to linger, and new places to visit. Linking personal practical knowledge to narrative concepts of contexts and identities is coherent with research that questions the separation of personal and professional identities as well as personal and professional contexts. Understanding personal practical knowledge as more holistic and coherent across a person’s life and contexts is part of understanding teachers and their practice. Narrative inquiry into the experiences of refugee families resonates backwards to the doctoral student internship with the Ontario Ministry of Education. The chapter shows how the relational ethics of narrative inquiry create our more generative notions of political change and action, ideas that are strengthened by reading more broadly about pragmatist philosophy.
