Abstract
ABSTRACT This chapter follows the traditions of narrative inquiry in its use of restorying and makes use of a conceptualization called “tracing” to collect images and stories from various plotlines and multiple contexts of people's narratives. These “traced stories” from both teachers and a teacher educator reveal particularities of creativity, empathy, and paradox that guide the individuals in their decision making and narrative authority. By collecting these varied images and stories, practices and strategies that stir the development of curious and creative minds can be found and readers can see what curious and creative teaching and learning look like. I hope this display answers Cheryl Craig's and Louise Deretchin's call (2008) to “offer possible pathways for a resurgence of intellectual energy and action in the field of teaching and teacher education” (p. 1998). In this chapter, the capacity for creativity and the pathways toward understanding paradox are described and found critical in both educational and social realms.
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