ABSTRACT
This chapter explains the exemplar of a narrative inquiry that was undertaken with a starting point of living stories. The autobiographical narrative inquiry that is done at the outset of a new inquiry is often not visible in the published texts; the personal justifications of a narrative inquiry often need to be discerned "between the lines". The overall research puzzle for the narrative inquiry was grounded in their lives as teachers and teacher educators and in a discourse that sought to enrich narrow technical understandings of curriculum. The chapter addresses ethical issues, but the ethical issues Huber and Clandinin addressed were not those that spoke to the immediate relational ethics of living alongside children, families, and teachers in narrative inquiry. Rather, they were the long-term relational responsibilities that thinking narratively about their lives as narrative inquirers, and the lives of children, families, and teachers, entailed.
