ABSTRACT
Life-history research is rich and arresting. Indeed, life histories as told to researchers have provided backbones to some of the more illuminating and persuasive anthropological and sociological research of this century (see e.g. Bertaux, 1981; Denzin, 1989; Watson and Watson-Franke, 1985; Wiley, 1986). Life-history accounts have illuminated aspects of particular cultures-even whole cultures-in significant ways (see e.g. Dyk, 1938; Freeman, 1979; Radin, 1926; Shostak, 1981; Simmons, 1942; Shaw, 1966), including the cultures of education, schools, and teachers (see e.g. Becker, 1952; Beynon, 1985; Goodson, 1981, 1983). They are, therefore, not completely foreign to the examination of pertinent professional and personal issues in education and, as such, have been used with particular success in examining aspects of teaching practices, curriculum, and school histories (see e.g. Ball and Goodson, 1985; Beynon, 1985; Goodson, 1991; Knowles and Holt-Reynolds, 1991; Smith, Dwyer, Prunty and Kleine, 1988; Woods, 1984).
