| This autobiographical narrative inquiry explores my lived experiences in both the familial curriculum-making and school curriculum-making worlds. Drawing on Huber, Murphy & Clandinin's (2011) reconceptualization of curriculum-making as occurring in two worlds, I inquire into my own tensions and bumping places as I travelled between home and school, both as student and teacher. The research puzzle explores the importance of remaining attentive to the familial curriculum-making worlds children live in. My field texts include conversational transcripts and handwritten notes alongside my granny, photographs, and written stories of lived experience, as granddaughter, student and teacher. Using the methodology of narrative inquiry, I was able focus on how the tensions and bumping places shaped, and continue to shape, tensions in my stories to live by as teacher. Using a paper format, this thesis includes two papers for publication with a beginning and closing chapter. The first paper inquired into the lived experiences alongside my granny where I wonder of the costs to my familial curriculum-making world when the school curriculum-making world is privileged. The second paper inquired into my tensions and bumping places as a teacher as I continued to privilege the dominant school curriculum and explored how I learned to attend to children's lives in their familial and school curriculum-making worlds. The findings in my autobiographical narrative inquiry have allowed me to shift my curriculum making practices by awakening to my lived tensions, and by highlighting the importance of attending to children's familial curriculum-making worlds in classroom settings as ways to imagine new possibilities, together. |
