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were considered and what appears in this dissertation reflects case studies that had
members’ approval.
Being immersed in the lives of these four individuals for the period of time
covered by the research study provided a connecting, evocative experience that exposed
the realities of implementing an emergent curriculum. With Layla, I felt her passion,
commitment and energy. At the same time I connected to her calm demeanour
reminiscent of someone at ease with her role in life. With Rose, I felt connected to
something larger—there was a sense of spirit that permeated our encounters, providing an
opportunity to vicariously experience a community of practice. My encounters with Mary
were more heartfelt as I could empathize with her frustrations and struggles. My
experience with Felicia produced an overwhelming sense of awe, as I felt I was in the
presence of an unusually gifted teacher.
My feelings contributed to the cases because I am in fact part of each case.
However, the intent of this study is to allow readers to form their own interpretations
(Stake, 1995). Under the assumption that no one reality exists and that multiple
perspectives are preferable, the intention is to create stories rich in description so that
readers can construct their own knowledge from the cases. In this chapter, each case will
be presented separately with the subsequent chapter devoted to a cross case discussion.
Case Study Number One: The Reluctant Traveler
When I entered Layla’s classroom at 9:35 a.m., the children, ages five and six
were on a carpet, their legs crossed, facing Layla and her colleague, Erica. Layla asked
whether “anyone has anything they’d like to share.” A child said, “I have seventy bucks
at home.” Layla asked, “How did you get all that money?” The child responded, “four