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 least reasonable. The task began without data in the form of diaries or similar records, thus the first step was to build up a time line with remembered incidents to highlight themes that might be important. From this a selection of themes emerged. The themes, incidents, reflections on them, and relevant literature read at the same time, formed the basis of the autobiography. Notions of complexity, and of plateaus, mini-plateaus, and connecting rhizomes all influenced the structure of the work. The purposes for undertaking the task included: understanding self, enriching understanding of self and others, sharing experiences, and exploring new possibilities and connections. With these purposes to the fore, the quality criteria were not usefulness, reliability, validity, authenticity, or trustworthiness--what was sought was resonance. Overall, the autobiography was seen as having a nomadic nature, an emergent rather than a planned mission, and hopefully it will lead to others seeing new alternatives in their work.