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The children returned and Ms. Lee had them go to their desks. There was so much excitement in the air … . Ms. Lee has rearranged the desks again and I like how there are such frequent shifts in seating. Ms. Lee spoke of their photographs and their collages. She then said I would give the guiding question for their work on the citizenship education project today in their small sustained response groups. I fumbled badly and said something about who they are and how they belong. Ms. Lee wrote it on the board. As Ms. Lee continued to speak, I went and changed the words to “Who I am and how I belong.” Ms. Lee spoke to the children of how they were going to start putting their photos on their poster boards and to think about how their photographs were representations of who they were and where they belonged. No glue or scissors at this point. She also showed them the paper where she wanted them to write about their photographs.The children got their individual pieces of bristol board for their collages and Ms. Lee said they might want to choose a spot on the floor as they did this work. They were intent and focused on their own photographs but were also sharing with their neighbours. At one point, I commented to Ms. Lee, Simmee, and Jennifer about how impressed I was with their intentness. I spent some time with Logan who had some magnificent photographs … he has an eye for the aesthetic. I pointed out to him how much I liked the photographs. I also spent some time with Taylor who had three photographs of clothes: one Chinese outfit, one Korean outfit, and a long white dress that she said she did not know what it was. I asked if it was a christening dress and she said she thought so, that her mom had taken the photograph. She also had a close up of a Canadian flag. I spent some time with Sophie who had rejected some of her photographs as not interesting. When I pointed out what I saw as interesting things in her photographs, she started to see them more positively. I asked a few children what they planned to put in the centre of their collages. I realized, even as I asked that question, that I was privileging the centre photograph. Liam had his dad's photo clearly in the centre. He was busily writing words. He said he wasn't sure what to write about his dad but then wrote something about family being important. (Field notes, April 2, 2007)

Elaine Chan is a teacher educator in the Department of Teaching, Learning, and Teacher Education, University of Nebraska-Lincoln, where she teaches undergraduate courses in Multicultural Education and graduate courses in diversity, Curriculum Studies, and research methodology. She was an elementary level teacher in Canada and in Japan, and has conducted research in Canadian, American, and Japanese schools. Her research focuses on ways children, teachers, and families experience school curriculum, and ways in which identity, culture, and curriculum intersect on school landscapes in transition. She is coauthor of the book, Teaching the Arts to Engage English Language Learners with Margaret Macintyre Latta.

Purpose – The purpose of this chapter is to explore and make visible narrative thinking as an interpretive act in moving from field texts to research texts.

Approach – The chapter shows a collaborative meaning-making process of three teacher educators/researchers as they inquire into their identities as teacher educators. The chapter is framed around a focus on temporality, one commonplace within the three-dimensional narrative inquiry space and also shows connections with the two other commonplaces of sociality and place.

Findings – The researchers deepen the understanding of identity as situated in a continuity of experience in relation with others. They highlight how stories beget a storied response. They demonstrate that the experiential dimensions of sociality, temporality, and spatiality are interconnected. They find, through thinking narratively, that the relational is critical – both historically and in the present. Relationships shape a sense of self. This relational aspect of their research introduces ethical considerations. It is in honoring the stories they carry and the stories that are given to or shared with them that the possibility exists for shaping a responsive and attentive life.

Research implications – Numerous authors have written about the relational aspects of narrative inquiry as a research methodology. This chapter shows ways in which the relational aspects of narrative inquiry shaped both our inquiry into and our understandings of our identities as teacher educators. These foundational aspects of the relational both in terms of narrative inquiry as a research methodology and in identity inquiry open up many future research possibilities which extend far beyond narrative inquiry into teacher educator identity.

Value – Researchers utilizing a narrative inquiry approach will find a helpful explanation and demonstration of the process of making meaning of field texts by situating them within the three-dimensional narrative inquiry space.

Drawing on consumer brand relationship theory, this study aims to investigate online brand engagement, brand trust and consumer brand identification as antecedents of brand love, amongst Generation Y and Z consumers. It explores the role of brand love in predicting consumers’ intention to co-create value and willingness to pay a premium price for the brand, for brands followed on social media.

Data from a study of 332 followers of brands on social media were analysed using structural equation modelling.

Results highlight the role of brand love in mediating the relationship between antecedents online brand engagement and consumer brand identification on intention to co-create value and willingness to pay a premium price. Consumers who trust the brand are more likely to intend to co-create value and are more willing to pay a price premium and these relationships are enhanced when the brand is loved.

Findings provide guidance for managers seeking to build brand friendship relationships with young consumers through social media. Results caution against a form of “superficial” friendship where the consumer may interact and co-create value online, yet fail to value the brand, evidenced through a willingness to pay a premium price.

The research identifies the critical role of brand love in fostering relationships with brands that young consumers follow on social media. The study reveals that neither online brand engagement nor consumer brand identification will result in co-creation of value or willingness to pay a premium price unless the consumer experiences brand love.

Our awakening to the curriculum being made by children and families in home and community places grows out of a theoretical background that informs our current inquiry into the tensions experienced by children, families, and teachers as they compose diverse lives on school landscapes, contexts increasingly structured by achievement testing. Our understanding of curriculum is grounded in Clandinin and Connelly's (Clandinin, 1986; Connelly & Clandinin, 1988) earlier attention to curriculum making as the expression of a teacher's personal practical knowledge. They described this knowledge as “that body of convictions and meanings, conscious or unconscious, that have arisen from experience (intimate, social, and traditional) and that are expressed in a person's practices” (Clandinin & Connelly, 1995, p. 7). Dewey's (1938) notions of continuity, situation, and experience, shaped Clandinin and Connelly's (1992) understanding of the “teacher not so much as a maker of curriculum but as a part of it and to imagine a place for contexts, culture (Dewey's notion of interaction), and temporality (both past and future contained in Dewey's notion of continuity)” (p. 365). By bringing together their understandings of teachers’ knowledge as personal practical knowledge with Dewey's notion of experience and Schwab's (1969) four curriculum commonplaces – teacher, learner, subject matter, and milieu – Clandinin and Connelly (1992) suggested that curriculumbe viewed as an account of teachers’ and children's lives together in schools and classrooms … .[In this view of curriculum making] the teacher is seen as an integral part of the curricular process … in which teacher, learners, subject matter, and milieu are in dynamic interaction. (p. 392)

As narrative inquirers in the midst of our journeys as researchers and teacher educators, we restory a portion of our journeys here, as an invitation for readers to live alongside us – living, telling, reliving, retelling (Clandinin & Connelly, 1994). What resonance, tension, questions, or stories emerge as we enter the past?

As the number of working mothers increases, the problems associated with being an employee and a parent also increase. This has led to a debate concerning the employer’s role/responsibility in helping employees deal with these problems. Congress has seriously considered legislation that would mandate a certain level of “accommodation” by covered employers. And several states have passed laws granting job‐secured leaves. This article presents some of the arguments for and against such legislation, the basics of the proposed federal legislation, and the impact of legislation on employers and employees.