Abstract
Set against an organized school reform backdrop, this inquiry features four challenges I faced as a result of working alongside teachers and principals whose urban schools were awarded major school research grants for a 5-year period. In addition to teasing out the origins of the dilemmas I encountered and showing how they impacted my teaching practice, I make two knowledge contributions through my public presentation of this self-study. First, I add a new set of partnered narratives—the stories of teacher educators/teacher educators' stories of self. Second, I extend my research niche to reveal the role I played as a living, breathing dimension of the educational conduit. Rabbit: What is REAL? Does it mean having things that buzz inside you and a stick-out handle? Skin Horse: Real isn't how you are made … It's a thing that happens to you … Rabbit: Does it hurt? Skin Horse: Sometimes … When you are Real you don't mind being hurt. Rabbit: Does it happen all at once, like being wound up … or bit by bit? Skin Horse: It doesn't happen all at once. You become. It takes a long time. (Williams, 1958, p. 5)
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