ABSTRACT
This chapter focuses on both the promises and the challenges of engaging in narrative inquiry that has children's stories as the focus. It is important to address an ethical issue in seeking to uncover and tell the stories of the children in the classroom as a part of the inquiry. In unstructured classroom moments, children often reveal parts of their story that a teacher could never collect through more formal means. A preschooler at the block center may interrupt building a skyscraper to tell the story of moving to a new apartment and being scared of the thumping sounds of feet overhead. One way to address ethical dilemma is to actively engage children in the narrative inquiry process. The chapter presents a case example of Chaya at science class. Engaging in narrative always requires the researcher to find holes in the story as known at any point in time and to elicit more information to more completely tell the story.
