ABSTRACT
Practitioner research, like life, is fraught with ‘accidents, misfortunes, boons and breaks’ that cannot be imagined at the outset.That is the nature of it. But if such research is to move beyond the banal (Charmaz and Mitchell, 1997), and to be an insightful, trustworthy representation of the process in which the practitioner is enmeshed, then she needs to be transparent about each of its dimensions, showing how they are being worked with and embedded into the research process. I have sought to be transparent about these dimensions throughout this book in order to provoke readers to ‘reflect critically on their own experience’ (Ellis and Bochner, 2000: 748). This final chapter summarises how researching my own work as a narrative inquirer has generated insights into learning and teaching and effected changes in my own practices and those of others.The chapter begins by reflecting on the value of narrative inquiry and autoethnography in practitioner research in an international higher education landscape, moves on to gathering together some of the ways in which cultural capability may be developed in such contexts and then offers some final comments on reflexivity. Such are the tales to be told as I end this book – and, indeed, the journey (Kvale and Brinkmann, 2009).
