Abstract
The authors discuss the internal and external conflicts they encountered while collaborating with teachers and situate their deliberations within the framework provided by Noddings's principles of fidelity and caring. The narrative inquiries that they examine involve methods for recording and reflecting on personal accounts, personal narratives, teachers' stories, and narrative interviews for the purpose of understanding how teachers make sense of problems in their lives and work. The authors explore the place of disclosure and vulnerability as well as the place of selectivity and silence in the texts collected. They reflect on how the ethic of caring helps resolve concerns for the presence of teachers' voices in the interpreting and writing of research. They conclude that it is precisely the relational nature of narrative inquiry that resists simple answers to the question: How can we share teachers' stories and speak to their multiple meanings in caring, moral, and ethical ways?
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Qualitative Studies in Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
