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the centre of the labyrinth can reveal self-knowledge (Artress, 1995). At the centre, I
recognized a need for voice. Moving to the outside of the labyrinth, I saw a need to
connect, to listen to the voices of others. This realization has been an essential and
seminal transformational experience for me both personally and professionally.
Narratives of experience tell stories of the past, the present and the future. I tell
my story and the stories of those whom I studied from this trinity of time. By bringing
together individual past, present, and future stories of practice, a community emerges.
Ultimately, it is the sense of community that adds spirit to the narrative as it grows from
multiple voices. “The development of an individual’s voice takes place in the context of
listening carefully to the voices of others and continually enriching and extending that
voice in the light of new insights and understandings” (Beattie, 2001, p. v).
To construct my own understanding, I have looked to others. To reiterate
Vygotsky, it is through others that I develop into myself (1981). Examining my journey
within the context of the stories of others allows for multiple voices and deeper
understanding. Bruner (1986) explains that we construct ourselves through narrative and
make sense of our lives by telling stories of those lives. While teaching and learning is an
autobiographical act (Coles & Knowles, 2000), it is also relational (Beattie, 2001).
Early learning experiences.
The foundation for my story resides in early childhood; it has provided the
material or stepping stones laid along the path of the labyrinth that defines my direction
and constructs my journey. As a young child, I had imagined being a teacher. I took on
the persona during dramatic play in the form of reenacting a classroom. The roles
available were that of teacher or learner, but I was always the teacher. At the time, I