The interlocking narratives that comprise this chapter immediately enable the reader to enter the complex world of a gifted teacher, whose own, sometimes painful, experiences have enriched her approach to teaching in a specialised learning environment. Clandinin (2006) sees narrative inquiry as having three dimensions: “the personal and social (interaction) along one dimension; past, present and future (continuity) along a second dimension; place (situation) along a third dimension” (p. 47). Kroon describes the teacher and her interactions with the students in some detail, and we hear the voices of the teacher, the principal, and, to a lesser extent, the students and their parents emerge in this account.
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Marsh, K. (2009). Giving Voice to the Voiceless: Empowerment Through Music – A Commentary. In: Barrett, M.S., Stauffer, S.L. (eds) Narrative Inquiry in Music Education. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9862-8_14
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