ABSTRACT
As I come to the end of this book I am drawn again to the moment of conversation with Mark Johnson and to the note he scribbled to me, a note that shifted the trajectory of my work as a social science researcher. Rather than focus solely on teachers’ and children’s experiential knowledge as it is shaped and expressed in classrooms and schools, I also now spend a great deal of time thinking about what it means to engage in narrative inquiry and what it means to be, and to become, a teacher of those learning to live lives as narrative inquirers. For me, it has become a question of composing and understanding a methodology of narrative inquiry and of how to live as a narrative inquirer interested in puzzles around teachers and children’s/youths’ lives in and out of schools, around identities as interweaving the personal and professional, and around professional education. Thinking narratively infuses all I do.
