ABSTRACT
This chapter presents some findings and critical discussion of narrative inquiry research which sought to explore how possible selves are shaped in Master’s level healthcare students with dyslexia. The findings communicated here recount and discuss a significant narrative plot relating to the contextual implications of living with dyslexia and the highly significant roles played by the research participants’ families. Narratives are presented here as an Act and Scene, inviting the reader to interact directly with the narratives of the participants and consider the ontological and epistemological positions enabled by the possible selves’ concept when applied within educational research. The chapter considers the importance of families on possible selves, family dynamics and resources and the role of agency which are found here to be highly important in the shaping of possible selves. A significant contribution provided within this chapter to the wider possible selves’ literature relates to the finding that possible selves are shown here to be shared or imagined by parents (parental possible selves) and inherited within families.
