The authors describe a collaboration to create a series of social justice-oriented curriculum maps for a predominantly White preschool. The researchers explore their own identities and biases, how racism disadvantages individuals and groups, and the resulting curriculum design.

This research is nestled within Huber, Murphy, and Clandinin's (2011) understanding of curriculum making as situated not only in schools, but also in homes and communities and at the intersections of all three. It also relies on Clandinin, Murphy, Huber, and Orr's (2010) reconceptualization of tension as a space where educative experiences can…

The following reflections relate to the reasons for and an approach to an autobiographic task, the notions that underpin it, and some thoughts about the quality and value of such a project. The focus was on the ways one views curriculum change over time; and the intention was to provide an example that others may sense as either familiar or at…

In this invited autobiography, the author describes the impact that educational gaming and simulation has had on his professional career. He begins by reviewing his early life and education in Aberdeen and his subsequent work as a research scientist, schoolteacher, and physics lecturer. He then shows how he changed disciplines from physics to…

One of the goals of autoethnography is to "offer lessons for further conversation". In this article, the author reflects on several lessons that were learnt along a journey in management education in the area of indigenous entrepreneurship. In particular, the author outlines her pedagogical practice as an academic engaged in teaching…

In this article, the research findings of a deconstructive visual ethnography focused on the production of immigrant girls' identities will be analysed. This collaborative research project involved experimentation with a dialogic curriculum aimed at creating diverse identity narratives with immigrant girls at an urban primary school in Barcelona.…

Stories that were written by my grandfather at the turn of the 20th century spiraled into my daily life as a nurse-teacher at the turn of the 21st century. In this paper, I explore a common plotline of my Afi (Islandic for grandfather) and me as pioneers by linking his life stories to the tensions I experience in my contemporary professional…

The three voices presented here are those of women teachers affiliated with Hebrew-speaking and Arabic-speaking branches of the Israeli educational system at different levels. Brought together when a curriculum on multiculturalism oriented to narrative as a teaching tool was implemented and tested in an in-service programme, each of the three had…

Maintains that historians, education professors, and education critics have called for a return to a history-centered social studies curriculum. Asserts that the use of biographies and autobiographies will reinvigorate the atmosphere of the history classroom. Includes a 22-item nonannotated bibliography of teacher resources on the topic. (CFR)