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Narrative inquiry is used to transform lived field experiences into a research text that deepens understanding of self, learner, and world. 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Narrative Inquiry  \nInto Curriculum Making Experiences as a Resource Teacher  \nMichelle Levesque  \nAt the time, I was one of two resource teachers. Both of us were new to the school; I had been there for just over a year. I sped walked down the hall to visit a few students whose stories filled the narrative of the previous day. My intent was to check in with the educational assistants, teachers, and students in order to get a temperature check prior to any incidents occurring. From down the hall, I heard Mrs. Wilson 1 call my name. “Miss Michelle,” she said, “can I speak with you?” Her voice and body emanated tension as she called out.  \nWithout breaking stride, I turned and mentally switched gears. Mrs. Wilson’s class had two students on my radar whose needs were not yet being consistently met. Washer concern about one of these boys? Mrs. Wilson stepped out into the hall, closed her room door behind her, took a deep breath, and said, “You need to take Sam. He won’t stop walking around, interrupting the class, and getting into things. He needs to be with someone who can meet his needs right now.” I nodded and she swiftly turned around, opened her door, and walked to the front ofthe class to resume her lesson. As she talked to the class, I quietly gathered up Sam, his work, and a snack. Hand in hand, we headed to the resource area, both of us carrying some healthy snacks and items to support curriculum making.  \nComing to the Research  \nTeachers are often master students who thrive in structured school settings; however, not everyone learns well in school. There is a great responsibility for adults in schools to support students as thriving learners. What barriers are there to student learning? What changes are needed to nurture learning? How can we best learn alongside others? Through autobiographical narrative inquiry, I have explored these questions in an effort to bring forth transformation within myself. As a master student, perhaps I can learn to provide richer opportunities for others to engage in learning. As a resource teacher, perhaps I can experience learning alongside other adults with greater frequency and duration. As a human, perhaps I can learn to make curriculum alongside others and to let curriculum re-make me in a cherished relationship that never ends.  \nAutobiographical Narrative Inquiry  \nClandinin and Connelly (2000) posed the question, “What does narrative inquiry help us to learn about our phenomenon that other theories or methods do not?” (p. 123) . Narrative inquiry supports an exploration of how a person’s position in the world affects the questions that person asks about the world. Through narrative inquiry, one can explore “the whole context of a life”(Clandinin & Connelly, 2000, p. 101) . In using autobiographical narrative inquiry with a field text, I am not just re-telling my experience to myself. I am transforming this field text into a research text so that I may understand myself in relation to myself and the world. I am part of the phenomenon that I wish to study.  \nThere are three ways to justify research: personal, practical, and social justifications. Personal justification is about  finding points of tension or puzzles in life, and leaning into them.  \n1 All names are pseudonyms to protect the identity of others.  \nPractical justification is about exploring possible change in one’s practice or perspective. The theoretical type of social justification concerns “how an inquiry can contribute to new methodological and disciplinary knowledge”(Shaw, 2017, p. 223) .  \nMy own research began with selecting experiences fraught with tension and a feeling of incompletion, followed by writing personal autobiographical narratives of these experiences, andre-reading them. I then selected one autobiographical narrative with the purpose of delving into the research puzzle in an attempt to draw learning experiences from re-viewing the narrative, and exploring new und","cbCaieFhN6LVtXpM","https://ap.wps.com/l/cbCaieFhN6LVtXpM","pdf",321072,"English","# Coming to the Research\n## Autobiographical Narrative Inquiry\n## Understanding Curriculum Making","[{\"question\":\"What is the purpose of using autobiographical narrative inquiry in this research?\",\"answer\":\"It transforms lived experiences into a research text to understand the author’s position in relation to self and the world, enabling deeper learning from the research puzzle.\"},{\"question\":\"How does the research describe barriers and supports for student learning?\",\"answer\":\"It frames learning as requiring adult responsibility in schools and investigates barriers to student learning while asking what changes can nurture thriving learning.\"},{\"question\":\"Which elements are essential to the curriculum making process?\",\"answer\":\"The research draws on Schwab’s five ingredients: knowledge of children, milieus, teachers, subject matter, and the curriculum making process itself, emphasizing how these interact to shape learning experiences.\"}]","RESEARCH REPORT - An Autobiographical Narrative Inquiry Into Curriculum Making Experiences as a Resource Teacher - Michelle Levesque | PDF",1792082565,18]