2. I'd seen them [in the youth club] every week, week to week.just to see things through their eyes I think was, an eye opener. .I think seeing their reality through their eyes, I could get past some of my negative opinions on their parents and what must be going on. (p. 1165)
3. I guess I was just really glad to be able to look at these (pictures) and think about
people. They are not just a bunch of faces on this photo sheet. I can look back and know a little bit about all of them and others to a greater degree. There are good wonderful people everywhere. It doesn't matter where you are from. (p. 1166)
4. Restorying is different from and more than the completion of a self-evaluation or an evaluation check-list. In narrative inquiry, restorying is considered identity work for it is the process of articulating how an experience has been educative. We advocate a narrative inquiry stance for service-learning engagements because, as evidenced by our inquiries, we and participants encountered, not only an aspect of the world, but also the opportunity
to examine who one is in the world. (p.1168)
5. Situating service learning in a narrative inquiry framework suggests those involved learnways of being that reach forward as individuals consider who they are in the present while creating beginnings to who they might be in the future. This kind of self-learning realized in relation with another not only helps reach the goals of service learning, it is also profound teacher education. In an attentive-relational way, thinking narratively repositions the learning in service learning. Connecting with teachers and students in the context of their lives, rather than in the traditional contexts of subject matter and evaluation, asks individuals to consider their identitiesdto inquire into them as a way to understand how their teaching and learning lives were and
continue to be shaped. (p. 1168)
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