Curriculum Windows: Frames of Possibility

Abstract

Leah Fowler’s (2006) seven orbitals of narrative analysis provide a safe space for containing and framing curricular stories that are difficult to tell. In this article, the narrative of a Canadian teacher in an international context is contained in the story Pedagogy. Through the story, it becomes possible to explore how moments of difficulty frame our teaching lives, and how the art of narrative reflection can move us toward possibility. Narrative is presented as an ethical methodology for provoking complicated curricular conversations about Canadian educators teaching internationally.