References
- Berger, P. L., and T. Luckmann. 1966. The social construction of reality. A treatise in the sociology of knowledge. Toronto: Doubleday Anchor Books.
- Bruner, J. 1987. Life as narrative. Social Research 54 (1): 11–32.
- Carter, K. 1993. The place of story in the study of teaching and teacher education. Educational Researcher 22: 5–12.
- Clandinin, D. J. 1992. Narrative and story in teacher education. In Teachers and teaching. From classrooms to reflection, T. Russell and H. Munby, eds., pp. 124–37. Philadelphia: Falmer Press.
- Clandinin, D. J., and F. M. Connelly. 1994. Personal experience methods. In Handbook of qualitative research, N. K. Denzin and Y. S. Lincoln, eds., pp. 413–27. Thousand Oaks, CA: Sage.
- Clandinin, D. J., and F. M. Connelly. 1995. Teachers’ professional knowledge landscapes. New York: Teachers College Press.
- Clandinin, D. J., and F. M. Connelly. 1996. Teachers’ professional knowledge landscapes: Teacher stories—Stories of teachers—School stories—Stories of school. Educational Researcher 19(5): 2–14.
- Clandinin, D. J., and F. M. Connelly. 2000. Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
- Connelly, F. M., and D. J. Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 19 (5): 2–14.
- Craig, C. J. 1985. Promoting tolerance, understanding, and respect for diversity: A monograph for educators, pp. 1–49. Alberta Education Policy Document. Edmonton: Government of Alberta.
- Craig, C. J. 1995a. Knowledge communities: A way of making sense of how beginning teachers come to know. Curriculum Inquiry 25 (2): 151–75.
- Craig, C. J. 1995b. Safe places in the professional knowledge landscape. In Teachers’ professional knowledge landscapes, D. J. Clandinin and F. M. Connelly, eds., pp. 137–41. New York: Teachers College Press.
- Craig, C. J. 2000. Stories of school/teacher stories: Two variations on the walls theme. Curriculum Inquiry 30 (1): 11–42.
- Craig, C. J. 2001. Reform in the intermediary zone: Change agent among change agents. In Guiding school change: The role and work of change agents, F. O’Connell and H. Freidus, eds., pp. 120–135. New York: Teachers College Press.
- Crites, S. 1979. The aesthetics of self-deception. Soundings 62: 107–29.
- Dewey, J. 1938. Education and experience. New York: Collier Books.
- Elbow, P. 1986. Embracing contraries. Explorations in learning and teaching. Toronto: Oxford University Press.
- Hardy Academy. 1999. School portfolio. Unpublished document. Hardy Academy.
- Huber, J., and K. Whelan. 2001. Beyond the still pond: Community as growing edges. Reflective Practice 2 (2): 221–36.
- Jalongo, M. R., and J. P. Isenberg. 1995. Teachers’ stories: From personal narrative to professional insight. San Francisco: Jossey-Bass.
- Ladson-Billings, G. 1992. Culturally relevant teaching: The key to making multicultural education work. In Research and multicultural education: From the margins to the mainstream, C. A. Grant, ed., pp. 106–121. London: Falmer Press.
- Lane, B. (1988). Landscapes of the sacred: Geography and narrative in American spirituality. New York: Paulist Press.
- MacIntyre, A. 1981. After virtue. Notre Dame, IN: University of Notre Dame Press.
- Mishler, E. 1986. Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
- Olson, M. 1993. Conceptualizing narrative authority in (teacher) education. Unpublished dissertation, University of Alberta, Edmonton.
- Olson, M. 1995. Conceptualizing narrative authority: Implications for teacher education. Teaching and Teacher Education 11 (2): 119–35.
- Olson, M., and C. J. Craig. 2001. Opportunities and challenges in the development of teachers’ knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education 17 (7): 667–84.
- Olson, M., and C. J. Craig. In press. Uncovering cover stories: Claiming not to know what we know and why we do it. Curriculum Inquiry.