As a poet, researcher, and teacher in the academy, I have pursued my vocation with an abiding commitment to both creative and critical discourse. I inquire into my autobiographical experiences as a poet, researcher, and teacher in the institutional contexts of a Faculty of Education by creating a performance of poetry that seeks to honour…

In school classrooms, teachers are always asking their students to tell stories about their lives in the contexts of family and neighbourhood. But what are the conventions and expectations that govern the stories that are told and written in classrooms? In what ways are students encouraged and constrained in writing the stories of their lives? Why…

Discusses autobiography. States that the author, in writing autobiographical poems, is motivated by a desire to inscribe the memory, to fend off forgetfulness, to stake a claim for significance by shaping a story that signifies. Illustrates with various autobiographical poems. (PA)

Reflects on the connections between narrative and lived experience, focusing particularly on a set of three dyads that suggest a relationship of tension: (1) storing life/storying life; (2) truth/fiction; and (3) collection/selection. (TB)

Describes the experiences of the participants in a graduate course called "Research in Written Composition" that nurtured the exchange of writing among teacher and students. Narrates the experience of one student and the instructor as a record of an empowering relationship and presents numerous excerpts of their journal writing. (HB)