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Jean Clandinin  \nAbstract  \nDrawing on a narrative inquiry with students in an English course entitled Girlhood, this paper explores the ways in which the experiences of teaching the course, and inquiring into two girls’experiences of the course, shaped the future practice of the teacher/author. Drawing on Hannah Arendt’s writings on natality, we inquire into how the teacher’s stories have shifted and changed over time and place, and how they reveal the uncertainty and possibility that exists in all new beginnings. Being reborn is a messy business, filled with unexpectedness as we untangle old and new identities.  \nIntroduction  \nNothing feels like it did and everything has changed…  \nI (Melanie Glaves) left behind a big city, a great school, an amazing feminist English class and good friends to be closer to family. I am grateful my husband and I made the move with our two kids. I don’t regret it. But I also do not deny that everything is different here. This move uprooted so many things. The trees are different here; my life is different here; teaching is different here.  \nI’m 41 years old, and I feel like I am starting my teaching career over: no contract, students who don’t know me, new staff. I am unsure about what I am doing, and who I am here. I know I have to grow in order to live here. I am in a new space and changing is both difficult and necessary. Arendt wrote about new spaces as spaces of “natality,” spaces that ask me to understand that beginning anew requires me to act, to do something (Arendt, 1958, p. 9) . As I act, as I begin again, I need to recognize the “startling unexpectedness [that] is inherent in all beginnings and in all origins” (Arendt, 1958, p. 178) . Thinking with this idea of natality helps me be awake to possibilities that open when I begin again, or perhaps anew.  \nI am back in Ontario in the town of my childhood and youth. I am teaching two sections of a Grade 11 English course (Contemporary First Nations, Métis and Inuit Perspectives) . The school’s history and traditions are well-known to those who live here. One class is streamed as “college-bound,” the other as“workplace-bound.”Most of the students in my classes are boys; they are kind and funny and a little hesitant about English class.  \nFour days into my 17th September of teaching, we sit together in a circle. At my request, the students have brought in an “All About Me” page filled with images and words, color and quotes. The students have thought about their stories: who stands/lives behind them, their words to live by, their goals,  \nLEARNing Landscapes | Spring 2025, Issue 29 | 77  \nMelanie Glaves, Sean Lessard, and D. Jean Clandinin  \ninterests, and qualities. I start to talk about how circles are continuous, and when people sit together ina circle to share, hierarchy vanishes, and interconnectedness emerges. I haven’t shared her work with them yet, but I think about bell hooks (2001) as I tell them this. I think about her vision of a reciprocal and relational classroom, where all voices are empowered to engage in “sustained conversation”(p. 146) as a “community of learners together”(p. 153) .  \nI talk about how Indigenous communities have always used circles for discussions, for decision-making, and for healing. The circle invites everyone to speak and respects the relationships between speakers and listeners. Richard Wagamese (2016) reminds me that holding discussions in this circular way creates space for listening, hearing, and feeling that awakens our heads, our hearts, and our spirits; they help us listen “with [our] whole being. That’s how [we] learn”(p.113) . I talk about listening when we share in acircle and about remembering that we have all been invited to tell each other something from our pages.  \n“We’re connected here too now,” I say.“We are each hearing each other’s story and we’re recognizing the stories that everybody is bringing in with them. This process kind","cbCairrGaKvfa8yU","https://ap.wps.com/l/cbCairrGaKvfa8yU","pdf",261727,14,"English","# Abstract\n# Introduction\n## New beginning through teaching and inquiry\n## Circles, reciprocity, and listening\n## Crochet as story-weaving metaphor\n## Another beginning with the grandmother","[{\"question\":\"What framework does the paper use to understand new beginnings?\",\"answer\":\"It draws on Hannah Arendt’s writings on natality, focusing on how beginning anew requires action and reveals the unexpectedness inherent in origins.\"},{\"question\":\"How does the author describe classroom discussion and learning?\",\"answer\":\"The author emphasizes circle-based sharing to reduce hierarchy, invite respectful speaking, and support sustained conversation as a community of learners.\"},{\"question\":\"What role does crochet play in the narrative?\",\"answer\":\"Crochet is used as a tangible metaphor for weaving stories—showing how personal narratives connect to broader histories and grow continuously through sharing and listening.\"}]","Beginning Again - Paper 29 | PDF",1792038407,22]