16(2) [narrative] in education 2010 http://hdl.handle.net/10294/3095 2013-06-19T11:00:20Z 2013-06-19T11:00:20Z What’s Your Story? A Book Review of Leah Fowler’s "A Curriculum of Difficulty: Narrative Research in Education and the Practice of Teaching" (2006) Mitchell, Lisa A. http://hdl.handle.net/10294/3153 2012-10-05T07:02:33Z 2010-01-01T00:00:00Z What’s Your Story? A Book Review of Leah Fowler’s "A Curriculum of Difficulty: Narrative Research in Education and the Practice of Teaching" (2006) Mitchell, Lisa A. This is a book review of Leah Fowler’s (2006) book entitled, A Curriculum of Difficulty: Narrative Research and the Practice of Teaching. This review was written as a complementary piece for Lisa A. Mitchell’s (2010) paper entitled, A Continuum of Learning: Enhancing Connections Between Teacher-Candidates and Education Graduate Students Through a Narrative Framework, which can also be found in this issue of in education. 2010-01-01T00:00:00Z Book Review: "Betweener Talk: Decolonizing Knowledge Production, Pedagogy & Praxis" Brogden, Lace Marie http://hdl.handle.net/10294/3152 2012-10-05T07:02:35Z 2010-01-01T00:00:00Z Book Review: "Betweener Talk: Decolonizing Knowledge Production, Pedagogy & Praxis" Brogden, Lace Marie A review of Marcelo Diversi and Claudio Moreira's (2009) book, Betweener Talk: Decolonizing Knowledge Production, Pedagogy & Praxis. 2010-01-01T00:00:00Z Special Feature: Eight Orbitals of Inquiry: Reconceptualizing Narrative Methods in Education Research Fowler, Leah http://hdl.handle.net/10294/3151 2012-10-05T07:02:33Z 2010-01-01T00:00:00Z Special Feature: Eight Orbitals of Inquiry: Reconceptualizing Narrative Methods in Education Research Fowler, Leah Eight orbitals of narrative analysis are presented as a long term interest in autobiographical inquiry, narrative methodology, and curriculum studies in education research. This is also an experiment in thought and play with technology in the journal, in education, in hopes that others in the scholarly and teaching communities will read, think and participate in other conversations about the reconceptualization, reconstruction, and use of narrative analysis, curriculum theory and pedagogic practice in education and research. 2010-01-01T00:00:00Z Making Education Law Meaningful to Beginning Teachers: A Narrative Inquiry Kitchen, Julian http://hdl.handle.net/10294/3150 2012-10-05T07:02:33Z 2010-01-01T00:00:00Z Making Education Law Meaningful to Beginning Teachers: A Narrative Inquiry Kitchen, Julian Teacher education classes are contested spaces. Professors interested in reforming content, pedagogy and assessment must wrestle with their own internal tensions and the culture of their institutions in order to make a difference. In this paper, a teacher educator uses narrative inquiry to frame his efforts to become a constructivist professor of education law. Critical tensions are examined using a three-dimensional narrative inquiry space: looking inward, outward, backward, and forward. Critical reflections, written over several years, are used to situate the tensions experienced in this case into the broader context of the author’s career journey. 2010-01-01T00:00:00Z