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Abstract
The stories we tell about life in centres and schools reflect the drama that is played out in the lives of teachers and children. In choosing and creating these narratives, researchers select, interpret and read the multiple possibilities of the situations they see. The texts they create are constructed through a process in which the researcher's position and voice are fundamental. The texts themselves can be read in multiple ways. In this paper I explore the relationship between research and researcher, using stories as a springboard for my discussion. The two stories reconstructed in this article reveal multiple identities at play.