Shifting from Stories to Live by to Stories to Leave by

Journeys in Narrative Inquiry ◽

10.4324/9780429273896-8 ◽

2019 ◽

pp. 113-129

Author(s):

Lee Schaefer ◽

Charles Aiden Downey ◽

D. Jean Clandinin

Keyword(s):

Stories To Live By

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Stories to Live By

Handbook of Health Behavior Research IV ◽

10.1007/978-1-4899-0484-3_17 ◽

1997 ◽

pp. 325-349 ◽

Cited By ~ 25

Author(s):

Henry P. Cole

Keyword(s):

Stories To Live By

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Composing Lives Alongside

International Journal of Bias Identity and Diversities in Education ◽

10.4018/ijbide.2021070101 ◽

2021 ◽

Vol 6 (2) ◽

pp. 1-14

Author(s):

Derek A. Hutchinson ◽

M. Shaun Murphy

Keyword(s):

Narrative Inquiry ◽

Social Relationships ◽

Life Stories ◽

Life Story ◽

Gender And Sexuality ◽

Ongoing Process ◽

The Social ◽

Curriculum Making ◽

Stories To Live By

Drawing on a broader narrative inquiry into the curriculum making of participants who compose identities dissonant with dominant stories of gender and sexuality, this article explores the shaping influence of the social (relationships, communities, and contexts) in one participant's life story around sexuality from a curricular perspective. The term curriculum making represents an ongoing process through which individuals make sense and meaning of experience, position curriculum broadly as a course of life, and shift notions of curriculum and curriculum making beyond the bounds of school. Individuals engage in identity making as they make sense of themselves in relation to their curriculum making, narratively understood as the composition of stories to live by. This inquiry highlights the ways that life stories are composed alongside, connected to, and shaped by other people and draws the attention of educators to the complex lives unfolding in schools.

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