Abstract
This paper – part reflection, part confession – emerges from a researcher/teacher's experience of assigning to students some of his own published work as course reading. Reflecting on the approaches taken by students when writing their responses to weekly readings, the researcher‐as‐teacher takes satisfaction in the students' capacity to employ the assigned texts either to make sense of their own pasts or to use their personal biographies as a lens through which to view the readings. For the teacher‐as‐researcher, however, these responses prove more uncomfortable when the voices of students (as highly qualified informants) reveal a great deal of pain that was absent from the generally upbeat research paper they were assigned to read. From the intersection of research and teaching comes a more nuanced understanding of parents' roles in their children's schooling.
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