ABSTRACT
The first challenge is involved with knowing that narrative inquiry is relational inquiry. A second challenge involved the need to negotiate thoughtfully ways to enter into the midst of an ongoing story of school and to learn to stand alongside multiple people as they lived their lives. A third challenge was learning to live with a skin-tingling kind of awareness to all that was happening. A fourth methodological challenge was imagining kinds of field texts that would allow us to attend closely to children’s, families’ and teachers’ stories to live by. This chapter outlines three ways by which the field texts were composed in addition to the field notes of classroom, school and home participation, taped conversations with small groups, individual teachers, children and administrators. When children of diversity come to schools living their life stories, it is such moments that teach us how to be attentive to what one is doing in these educative or miseducative places called school.
