Using the “story constellations” version of narrative inquiry, I tell of two schools—Cochrane Academy and Hardy Academy—that evolved from a shared social narrative history and that were given stories of school and stories of reform that had many features in common. I detail how the founding principals’ narratives informed the teachers’ knowledge and shaped the school contexts in distinctive ways. I illuminate how different confluences of factors gave rise to different metaphors—with different interpretive twists—that the educators subsequently came to live school reform by.
References
1.
BojeD. M. (2001) Narrative methods for organizational and communication research. Thousand Oaks, CA: Sage Publications.
2.
BrunerJ. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
3.
CarterK. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22, 5—12.
4.
ClandininD. J. (1986). Classroom practice: Teacher images in action. Philadelphia: The Falmer Press.
5.
ClandininD. J., and ConnellyF. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
6.
ClandininD. J., and ConnellyF. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories-stories of teachers-school stories-stories of school. Educational Researcher, 19(5), 2—14.
7.
ClandininD. J., and ConnellyF. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press.
8.
ClandininD. J., and ConnellyF. M. (1994). Personal experience methods. In DenzinN.K., and LincolnY.S. (Eds.), Handbook of qualitative research (pp. 413—427). Thousand Oaks, CA: Sage.
9.
Cochrane Academy/Hardy Academy (1997). Internal communication. Unpublished document.
10.
CraigC. J. (2003). Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors. Greenwich, CT: Information Age Publishers.
11.
CraigC. J. (2001a). Change agent among change agents. Reform in the intermediary zone. In RustF., and FreidusH. (Eds.) Guiding change: New understandings of the role of change agents. (pp. 120–135). New York: Teachers College Press.
12.
CraigC. J. (2001b). The relationships between and among teacher's narrative knowledge, communities of knowing, and school reform: A case of “The Monkey's Paw.” Curriculum Inquiry, 31(3), 303—331.
13.
CraigC. J. (2000). Stories of school/teacher stories: Two variations on the walls theme. Curriculum Inquiry, 30(1), 11—42.
14.
CraigC. J. (1995a). Knowledge communities: A way of making sense of how beginning teachers come to know. Curriculum Inquiry, 25(2), 151—175.
15.
CraigC. J. (1995b). Safe places in the professional knowledge landscape. In ClandininD.J., and ConnellyF.M. (Eds.), Teachers’ professional knowledge landscapes, (pp. 137—141). New York: Teachers College Press.
16.
CraigC. J., and OlsonM. R. (2002). The development of teachers’ narrative authority in knowledge communities: A narrative approach to teacher learning. In LyonsN.P., and LaBoskeyV.K. (Eds.) Narrative inquiry in practice: Advancing the knowledge of teaching. New York: Teachers College Press.
17.
ConnellyF. M., and ClandininD. M. (1999). Shaping a professional identity. New York: Teachers College Press.
18.
ConnellyF. M., and ClandininD. M. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2—14.
19.
CritesS. (1979). The aesthetics of self-deception. Soundings, 62, 107—129.
20.
CritesS. (1971). The narrative quality of experience. Journal of the American Academy of Religion.399(3), 291—311.
21.
CzarniawkaB. (1997). Narrative the organization: Dramas of institutional identity. Chicago: University of Chicago Press.
22.
Davis (2003). Foreword. C. J. Craig (Author). Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors. Greenwich, CT: Information Age Publishing.
23.
DeweyJ. (1938). Education and experience. New York: Collier Books.
24.
EislerR. (1987). The chalice and the blade. New York: HarperCollins.
25.
GilliganC. (1991). Women's psychological development: Implications for psychotherapy. In GilliganC., RogersA.G., and TolmanD. (Eds.) Women, girls & psychotherapy: Reframing resistance (pp. 5—32). Binghamton, NY: Harrington Park Press.
26.
GreeneM. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
27.
Hardy Academy (1998–1999a). Hardy Academy school portfolio. Houston: Hardy Academy.
28.
Hardy Academy (1998–1999b). Hardy Academy school portfolio. Houston: Hardy Academy.
29.
Ladson-BillingsG. (1992). Culturally relevant teaching: The key to making multicultural education work. In and and GrantC.A. (Ed.) Research and multicultural education: From the margins to the mainstream. (pp. 106–121). London: Falmer Press.
30.
LyonsN. P., and LaBoskeyV. K. (2002). Narrative inquiry in practice: Advancing the knowledge of teaching. New York: Teachers College Press.
31.
MacIntyreA. (1981). After virtue. Notre Dame, IN: University of Notre Dame Press.
32.
MackK. (2002, November 17). Decades of disappointment. City Newspaper, pp. 20A.
33.
OlsonM. R. (1995). Conceptualizing narrative authority: Implications for teacher education. Teaching and Teacher Education, 11(2), 119—135.
34.
OlsonM. R., and CraigC. J. (2001). Opportunities and challenges in the development of teachers’ knowledge: The development of narrative authority in knowledge communities. Teaching and Teacher Education, 17(6), 667—684.
35.
PolkinghorneD. (1988). Narrative knowing and the human sciences. New York: State University of New York Press.
36.
RodríguezL. (2001, July 15). A revolving cycle: Some fear historic neighborhoods lose identity. City Newspaper, pp. 18A.
37.
SacksO. (1973). Awakenings. London: Duckworth.
38.
TappanM. B., and BrownL. M. (1989). Stories told and lessons learned: Toward a narrative approach to moral development and moral education, Harvard Educational Review, 59(2), 182—204.
39.
WhiteH. (1981). The value of narrativity in the representation of reality. In and and MitchellW.J.T. (Ed.), On narrative. Chicago: University of Chicago Press.
40.
WilliamsB. (1996). Closing the achievement gap: A vision for changing beliefs and practices. Alexandria, VA: Association for Supervision and Curriculum Development.
