ABSTRACT
This chapter comes out of a research project exploring the meeting of children's and teacher's lives in schools. The tensions represented by the complexity of negotiating a curriculum of lives raise ethical dilemmas about how we, as teacher educators and researchers. As university professors who live lives as teacher educators, curriculum theorists and researchers we can choose to distance us from these lives. The explicit subject matter of the museum teachers was connected to the mandated curriculum focus on the early history of Aboriginal people. It is a moment that allows us to make problematic the complexity and difficulty in negotiating a curriculum of lives on current professional knowledge landscapes. The chapter discusses the narrative inquirers into classroom curriculum situations we are trying to understand multiple participants' experiences nested within institutional narratives. Because the field texts we use are our field notes, we realize that we, as teacher researchers, have already composed interpretations of each of the children.
