From the vantages of a teacher who has been researched and an educational researcher who has researched teachers, this inquiry constructs a knitted narrative from journals, letters, and stories written about my time teaching English studies in a remote First Nations’ community and articles written about me when I was a research participant in a study concerning White women teaching in the Canadian north. The goal of this narrative inquiry is to explore the ethical and methodological issues, including issues around representation, which arise during the course of studying and writing about other people, particularly teachers who are doing border work.
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