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
https://www.tcrecord.org ID Number: 12739, Date Accessed: 10/24/2020 2:14:20 PM

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