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Narrative Inquiries of Geographically Close Schools: Stories Given, Lived, and Told


by Cheryl J. Craig — 2007

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.


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Cite This Article as: Teachers College Record Volume 109 Number 1, 2007, p. 160-191
http://www.tcrecord.org ID Number: 12739, Date Accessed: 12/14/2017 4:03:21 PM

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About the Author
  • Cheryl Craig
    University of Houston
    E-mail Author
    CHERYL J. CRAIG is a professor in the Department of Curriculum and Instruction, College of Education, University of Houston. Her recent publications are featured in Curriculum Inquiry, Journal of Curriculum Studies, and Reflective Practice. She is the author of Narrative Inquiries of School Reform: Storied Lives, Storied Landscapes, Storied Metaphors (2003, Information Age Press).
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