A partir da visão de organização como processo busca-se compreender como e por que ocorre o organizar na bioconstrução. A metodologia utilizada segue os pressupostos da Teoria Ator-rede e Depois que traz como conceito central o enactment aliada a discussão de coletivo para iniciar a pesquisa de campo. Os dados empíricos preliminares, obtidos com observação participante em três locais diferentes que trabalham com bioconstrução a partir da visão da Permacultura e analisados a partir da ótica da TAR e Depois que enfatiza as relações de humanos e não-humanos, destacaram a contribuição para o entendimento de prática e cooperação em termos do fazer/pensar indissociáveis. Assim, acrescenta-se na discussão teórica a noção de prática de Schatzki (2005) e a noção de cooperação a partir da proposta de Sennett (2013). Além de observação participante – usada durante toda pesquisa - os dados empíricos foram coletados – em um segundo momento - por entrevistas, questionário e observação não-participante resultando em uma análise temática baseada no entendimento de prática de Schatzki (2005). O texto se desenvolve através de descrição detalhada dos acontecimentos, intercalado com trechos de incursões teóricas que apresentam a assemblege do método conforme pressupõe a TAR e Depois. Com isso, entende-se e descreve-se a bioconstrução como prática de cooperação através das relações entre todos que enactam a bioconstrução – pessoas e a materialidade. Pela ótica da prática, embasada nos dados empíricos, a cooperação está na inteligibilidade prática do organizar da bioconstrução, assim o barro enacta a cooperação, que enacta a bioconstrução, que enacta o barro. Para existir cooperação não é suficiente uma visão comum ou uma moral social, é preciso o fazer/pensar que constitui e reflete, como processo, essa visão. A tese, através de casos empíricos, contribui para as discussões em Estudos Organizacionais sobre o organizar e em Gestão de Pessoas sobre como ocorrem relações de trabalho horizontais, ambos entendendo processo como o que está em constante mudança. Busca também fortalecer o uso da TAR e Depois como prática metodológica e lente de analise inicial, além de discutir a cooperação em termos de prática. A contribuição para o campo social está na sua ontologia política que dá visibilidade à bioconstrução como uma possibilidade de contrapor o senso comum estabelecido para construção de habitações em nossa sociedade atual. Assim como a bioconstrução nos ensina construir algo único com o que temos disponível, sua prática poderá nos ajudar a pensar criticamente a “monocultura da gestão”. / Considering the organization as a process, this thesis seeks to understand how and why is the organizing in the bioconstruction. The methodology follows the assumptions of Actor-Network Theory and After, that brings as a central concept the enactment combined with collective discussion to start the fieldwork. Preliminary empirical data obtained through participant observation in three different locations, working with bioconstruction from the vision of permaculture, and analyzed from the TAR and After optics, emphasizes the relationship of human and non-human, it highlighted the contribution to understanding the concepts of practice and cooperation in terms of doing / thinking inextricably linked. Thus, it was added to the theoretical discussion the notion of practice Schatzki (2005) and the notion of cooperation Sennett (2013). In addition to participant observation - used throughout research - the empirical data was collected - in a second stage – by interviews, questionnaires and non-participant observation resulting in a thematic analysis based on the Schatzki (2005) concept of practice. The text is developed through a detailed description of the events, interspersed with excerpts from theoretical incursions presenting the method assemblege as presupposes the TAR and After. Thereby, it is understood and described bioconstruction as practice of cooperation through the relationships between all that enact bioconstruction - people and materiality. From the perspective of practice, based on empirical data, cooperation is the practical intelligibility of bioconstruction organizing, so the clay enact cooperation, which enact bioconstruction that enact clay. To be cooperation, a common vision or a social morality is not enough, it is needed doing / thinking represents and reflects this view, as a process. The thesis, through empirical cases, contribute to the discussions in Organizational Studies on organizing and Human Resources about how horizontal working relationships occurs, understanding the process as it is constantly changing. It also seeks to strengthen the use of ANT and After as a methodological practice and initial analysis lens, and discuss cooperation in terms of practice. The contribution to the social field is in its political ontology that gives visibility to bioconstruction as a possibility to counter common sense established for housing construction in our present society. As bioconstruction teaches us build something unique with what we have available, this practice can help us thinking critically about the "monoculture of management."

A partir da visão de organização como processo busca-se compreender como e por que ocorre o organizar na bioconstrução. A metodologia utilizada segue os pressupostos da Teoria Ator-rede e Depois que traz como conceito central o enactment aliada a discussão de coletivo para iniciar a pesquisa de campo. Os dados empíricos preliminares, obtidos com observação participante em três locais diferentes que trabalham com bioconstrução a partir da visão da Permacultura e analisados a partir da ótica da TAR e Depois que enfatiza as relações de humanos e não-humanos, destacaram a contribuição para o entendimento de prática e cooperação em termos do fazer/pensar indissociáveis. Assim, acrescenta-se na discussão teórica a noção de prática de Schatzki (2005) e a noção de cooperação a partir da proposta de Sennett (2013). Além de observação participante – usada durante toda pesquisa - os dados empíricos foram coletados – em um segundo momento - por entrevistas, questionário e observação não-participante resultando em uma análise temática baseada no entendimento de prática de Schatzki (2005). O texto se desenvolve através de descrição detalhada dos acontecimentos, intercalado com trechos de incursões teóricas que apresentam a assemblege do método conforme pressupõe a TAR e Depois. Com isso, entende-se e descreve-se a bioconstrução como prática de cooperação através das relações entre todos que enactam a bioconstrução – pessoas e a materialidade. Pela ótica da prática, embasada nos dados empíricos, a cooperação está na inteligibilidade prática do organizar da bioconstrução, assim o barro enacta a cooperação, que enacta a bioconstrução, que enacta o barro. Para existir cooperação não é suficiente uma visão comum ou uma moral social, é preciso o fazer/pensar que constitui e reflete, como processo, essa visão. A tese, através de casos empíricos, contribui para as discussões em Estudos Organizacionais sobre o organizar e em Gestão de Pessoas sobre como ocorrem relações de trabalho horizontais, ambos entendendo processo como o que está em constante mudança. Busca também fortalecer o uso da TAR e Depois como prática metodológica e lente de analise inicial, além de discutir a cooperação em termos de prática. A contribuição para o campo social está na sua ontologia política que dá visibilidade à bioconstrução como uma possibilidade de contrapor o senso comum estabelecido para construção de habitações em nossa sociedade atual. Assim como a bioconstrução nos ensina construir algo único com o que temos disponível, sua prática poderá nos ajudar a pensar criticamente a “monocultura da gestão”. / Considering the organization as a process, this thesis seeks to understand how and why is the organizing in the bioconstruction. The methodology follows the assumptions of Actor-Network Theory and After, that brings as a central concept the enactment combined with collective discussion to start the fieldwork. Preliminary empirical data obtained through participant observation in three different locations, working with bioconstruction from the vision of permaculture, and analyzed from the TAR and After optics, emphasizes the relationship of human and non-human, it highlighted the contribution to understanding the concepts of practice and cooperation in terms of doing / thinking inextricably linked. Thus, it was added to the theoretical discussion the notion of practice Schatzki (2005) and the notion of cooperation Sennett (2013). In addition to participant observation - used throughout research - the empirical data was collected - in a second stage – by interviews, questionnaires and non-participant observation resulting in a thematic analysis based on the Schatzki (2005) concept of practice. The text is developed through a detailed description of the events, interspersed with excerpts from theoretical incursions presenting the method assemblege as presupposes the TAR and After. Thereby, it is understood and described bioconstruction as practice of cooperation through the relationships between all that enact bioconstruction - people and materiality. From the perspective of practice, based on empirical data, cooperation is the practical intelligibility of bioconstruction organizing, so the clay enact cooperation, which enact bioconstruction that enact clay. To be cooperation, a common vision or a social morality is not enough, it is needed doing / thinking represents and reflects this view, as a process. The thesis, through empirical cases, contribute to the discussions in Organizational Studies on organizing and Human Resources about how horizontal working relationships occurs, understanding the process as it is constantly changing. It also seeks to strengthen the use of ANT and After as a methodological practice and initial analysis lens, and discuss cooperation in terms of practice. The contribution to the social field is in its political ontology that gives visibility to bioconstruction as a possibility to counter common sense established for housing construction in our present society. As bioconstruction teaches us build something unique with what we have available, this practice can help us thinking critically about the "monoculture of management."

A partir da visão de organização como processo busca-se compreender como e por que ocorre o organizar na bioconstrução. A metodologia utilizada segue os pressupostos da Teoria Ator-rede e Depois que traz como conceito central o enactment aliada a discussão de coletivo para iniciar a pesquisa de campo. Os dados empíricos preliminares, obtidos com observação participante em três locais diferentes que trabalham com bioconstrução a partir da visão da Permacultura e analisados a partir da ótica da TAR e Depois que enfatiza as relações de humanos e não-humanos, destacaram a contribuição para o entendimento de prática e cooperação em termos do fazer/pensar indissociáveis. Assim, acrescenta-se na discussão teórica a noção de prática de Schatzki (2005) e a noção de cooperação a partir da proposta de Sennett (2013). Além de observação participante – usada durante toda pesquisa - os dados empíricos foram coletados – em um segundo momento - por entrevistas, questionário e observação não-participante resultando em uma análise temática baseada no entendimento de prática de Schatzki (2005). O texto se desenvolve através de descrição detalhada dos acontecimentos, intercalado com trechos de incursões teóricas que apresentam a assemblege do método conforme pressupõe a TAR e Depois. Com isso, entende-se e descreve-se a bioconstrução como prática de cooperação através das relações entre todos que enactam a bioconstrução – pessoas e a materialidade. Pela ótica da prática, embasada nos dados empíricos, a cooperação está na inteligibilidade prática do organizar da bioconstrução, assim o barro enacta a cooperação, que enacta a bioconstrução, que enacta o barro. Para existir cooperação não é suficiente uma visão comum ou uma moral social, é preciso o fazer/pensar que constitui e reflete, como processo, essa visão. A tese, através de casos empíricos, contribui para as discussões em Estudos Organizacionais sobre o organizar e em Gestão de Pessoas sobre como ocorrem relações de trabalho horizontais, ambos entendendo processo como o que está em constante mudança. Busca também fortalecer o uso da TAR e Depois como prática metodológica e lente de analise inicial, além de discutir a cooperação em termos de prática. A contribuição para o campo social está na sua ontologia política que dá visibilidade à bioconstrução como uma possibilidade de contrapor o senso comum estabelecido para construção de habitações em nossa sociedade atual. Assim como a bioconstrução nos ensina construir algo único com o que temos disponível, sua prática poderá nos ajudar a pensar criticamente a “monocultura da gestão”. / Considering the organization as a process, this thesis seeks to understand how and why is the organizing in the bioconstruction. The methodology follows the assumptions of Actor-Network Theory and After, that brings as a central concept the enactment combined with collective discussion to start the fieldwork. Preliminary empirical data obtained through participant observation in three different locations, working with bioconstruction from the vision of permaculture, and analyzed from the TAR and After optics, emphasizes the relationship of human and non-human, it highlighted the contribution to understanding the concepts of practice and cooperation in terms of doing / thinking inextricably linked. Thus, it was added to the theoretical discussion the notion of practice Schatzki (2005) and the notion of cooperation Sennett (2013). In addition to participant observation - used throughout research - the empirical data was collected - in a second stage – by interviews, questionnaires and non-participant observation resulting in a thematic analysis based on the Schatzki (2005) concept of practice. The text is developed through a detailed description of the events, interspersed with excerpts from theoretical incursions presenting the method assemblege as presupposes the TAR and After. Thereby, it is understood and described bioconstruction as practice of cooperation through the relationships between all that enact bioconstruction - people and materiality. From the perspective of practice, based on empirical data, cooperation is the practical intelligibility of bioconstruction organizing, so the clay enact cooperation, which enact bioconstruction that enact clay. To be cooperation, a common vision or a social morality is not enough, it is needed doing / thinking represents and reflects this view, as a process. The thesis, through empirical cases, contribute to the discussions in Organizational Studies on organizing and Human Resources about how horizontal working relationships occurs, understanding the process as it is constantly changing. It also seeks to strengthen the use of ANT and After as a methodological practice and initial analysis lens, and discuss cooperation in terms of practice. The contribution to the social field is in its political ontology that gives visibility to bioconstruction as a possibility to counter common sense established for housing construction in our present society. As bioconstruction teaches us build something unique with what we have available, this practice can help us thinking critically about the "monoculture of management."

<div>Self-Determination Theory (Ryan & Deci, 1985, 2018) suggests that teachers’ autonomy support and control practices (i.e., motivate students through internal motivational resources or through external pressure and control) directly impact student motivation, achievement, and well-being (Ryan & Deci, 2018). To prepare future teachers who engage in autonomy support practices, the dissertation aimed to examine preservice teachers’ intentions to enact autonomy and control, and the individual beliefs and motivations predicting such intentions, through a combined perspective of Self-Determination Theory and Self-Theories of intelligence or the mindset theory (Dweck, 1986, 2000). Growth and fixed mindset, the incremental and fixed beliefs about individual attributes (e.g., intelligence, talent; Dweck, 2000), was proposed as an additional individual factor contributing to autonomy and control practices beyond other factors specified in Self-Determination Theory.</div><div>Participants were preservice teachers enrolled in the teacher education programs from three Midwestern universities. Through a quantitative survey study (N = 237), Study 1 examined the interrelationships among growth mindset, autonomous motivational orientation, intrinsic motivation for teaching, beliefs about autonomy, and intentions to enact autonomy in daily teaching. Structural equation models revealed that growth mindset and autonomous orientation were positively correlated. Both growth mindset and autonomous orientation significantly predicted intrinsic motivation for teaching and beliefs about autonomy support, and indirectly predicted intentions to enact autonomy support through beliefs about autonomy support. Intrinsic motivation for teaching also significantly predicted intentions to enact autonomy support through beliefs about autonomy support. The findings supported the unique role of growth mindset beyond other predictors of autonomy support.</div><div>Study 2 adopted a qualitative approach, and examined in-depth the dynamics between preservice teachers’ mindset and intentions to enact autonomy and control and by extension the highly related intentions to enact structure and involvement (i.e., the practices to promote student competence and to support their relational needs; Ryan & Deci, 2018). Although structure and involvement are constructors under the broader umbrella of autonomy, in this work, structure and involvement were conceptualized separately from autonomy to highlight practices that specifically support basic psychological needs for competence, relatedness, and autonomy respectively. Participants were assigned to a growth-mindset group (strong growth mindset), a mixed-mindset group (relatively mixed mindset), and a fixed-mindset group (relatively fixed mindset). Interviews (N = 17) highlighted the practices preservice teachers used and would continue to use with specific examples from practicum experience and upon reflections of given scenarios, focusing on difficult situations when students have motivation-behavior and/or ability issues. The difficult situations reflect “pressure from below” that is predominant in daily teaching and easily pull out teachers’ control practices (Reeve, 2009). Field journals (N = 103) collected from a foundational educational psychology class reported preservice teachers’ observations and evaluations of teacher autonomy/control practices in practicum, and if same practices would be implemented in future teaching and modifications. Results revealed that the interview fixed-mindset group had strongest intentions to enact control under “pressure from below,” and in particular when facing students with combined motivation, behavior, ability problems that would create highest pressure. All groups demonstrated relatively high intentions for structure and involvement. Although the groups demonstrated low to moderate intentions for autonomy specifically, overall, autonomy supportive practices were well endorsed by participants in all three mindset groups, as structure and involvement are practices which fit under the broader umbrella of autonomy. Larger percentages of participants in the field journal growth- and mixed-mindset groups reported intentions for autonomy and not using control than the fixed-mindset group; similar percentages of participants in all groups reported intentions for control.</div><div>The dissertation responds to teacher education researchers’ proposition that examining preservice teachers’ beliefs and motivations should be a central concern of teacher education (Levin, 2015). It also responds to the recent call in educational psychology for multifaceted models of motivation from complementary perspectives (Linnenbrink-Garcia & Patall, 2016). The combined perspective provides new insights into understanding teacher autonomy support and control. Meanwhile, the studies have practical implications for training preservice teachers to provide autonomy support for their future students, and to cope with the pressure and difficulties they will often encounter in real world classrooms and refrain from control practices.</div>

This descriptive case study focuses on how Technology teachers interpret and enact the interrelationship of the Technology-Society-Environment (TSE) theme with the Technological Process and Skills (TPS) and Technological Knowledge and Understanding (TKU) curriculum themes of the South African school subject, Technology. Science and technology have influenced society in the twentieth and twenty-first Century to a considerable extent. A critical study of this group of related influences is termed Science- Technology-Society and addresses socially relevant topics that encourage critical and high level thinking skills, problem-solving and decision making capacity. These issues are included in the Technology curriculum as the TSE theme. Using the TSE theme in teaching would have the potential to make the curriculum more relevant and learning more meaningful as it provides scope for teachers to engage learners to construct knowledge at a critical level in different real life contexts. This study investigated the relationship between teachers’ understanding of the interrelationship of TSE with Technological Process and Skills (TPS) and Technological Knowledge and Understanding (TKU) themes and the extent to which the unique features and scope for teaching Technology are met. The study was set in Bohlabela district of the province of Mpumalanga, in South Africa and implemented between August 2011 and April 2012. Four teachers of different schools and circuits were interviewed, three were observed during teaching, their lessons, work schedules and learners’ workbooks and project portfolios were analysed. A novel combination of an adaptation of the Ben-Peretz scheme of curriculum document analysis and Rogan and Grayson construct of implementation frame was used in the analysis of the information obtained through documents and observations. The study established that only in exceptional cases teachers use learner centred approaches that allow the integration of the TSE theme with the process (TPS) and knowledge (TKU) themes. Evidence was found that while teachers planned such integration, learners themselves do not show any examples of such integration in their workbooks. Teachers have difficulties with specific knowledge areas of the Technology curriculum, in spite of formal adequate basic training in the subject. Teachers ascribe these difficulties to resource limitations, the absence of specific technology training and inadequate support by teacher support personnel. It is recommended that teacher support groups be established, and that the Department of Education develop specific curriculum materials and train teachers in the interpretation and enactment of the documents. / Dissertation (MEd)--University of Pretoria, 2012. / gm2014 / Science, Mathematics and Technology Education / unrestricted

This study identified factors influencing the practice of HIV prevention behaviours amongst Tanzania youths. Structured interviews with in-school youths (n=222) and out-of school youths (n=150); and focus groups discussions with 25 youths were conducted to collect data. Although the level of HIV/AIDS awareness was 97.6% and 58.5% of the youths had positive attitudes towards HIV prevention, only 50.8% practised at least one mode of HIV prevention. Factors which promoted HIV prevention practices included positive attitudes towards specific preventive behaviours and the individual’s self-efficacy to enact such behaviours. The barriers against the practice of HIV prevention behaviours included the lack of comprehensive knowledge about HIV/AIDS and HIV prevention, socio-economic issues such as unemployment, influx of mobile populations, loss of cultural values, negative social norms, peer pressure, alcohol abuse and the lack of adequate HIV preventive services. / Health Studies / M.A. (Public Health)

Det finns lagar som reglerar hur företagen ska upprätta och slutföra sin redovisning och hur redovisningen utvecklas är ett ständigt pågående arbete. Bokföringsnämnden har sedan 2004 arbetat med att ta fram förenklade regler för svenska onoterade företag som benämns K-regelverket och har som syfte att underlätta för företagen i sin redovisning. Studien fokuserar på hur materiella anläggningstillgångar ska redovisas efter anvisningarna i K3.Värderingsförutsättningarna för materiella anläggningstillgångar har ändrats i och med en reglering i K3. Tillgångens anskaffningsvärde ska fördelas på komponenter istället för att redovisas som en helhet, detta för att tydligare spegla tillgångens förbrukningskapacitet. För att dela upp en tillgång ska komponenterna ha betydande värde i förhållande till tillgångens totala anskaffningsvärde. K3 är ett principbaserat regelverk vilket innebär att företagen får göra egna bedömningar och tolkningar i redovisningen vad det gäller uppdelning i komponenter. Då K3 inte ger någon vidare vägledning kan implementeringen bli en omfattande och problematisk process.Implementeringen kan komma att se olika ut för alla berörda företag eftersom förutsättningarna för företagen varierar. Vi använder oss i huvudsak av teorin meningsskapande för att studera hur implementeringen kan ske på ett meningsfullt sätt för företaget. I tidigare studier beskrivs det att när det handlar om att leta efter en kontext och göra en situation mer förutsägbar är meningskapande av betydelse. Syftet med studien är att försöka beskriva en tänkbar arbetsprocess som skapar mening vid implementeringen av komponentavskrivningar. I studien används den kvalitativa metoden i form av intervjuer, observationer och fokusgrupper för att få djupgående information för studiens genomförande. Vi utförde en fallstudie på Santa Maria som är ett företag som tillämpar K3 och som under 2014 ska införa komponentavskrivningar i sin redovisning.För att studera hur meningsskapande kan användas vid implementeringen har vi utgått ifrån Weicks sjustegsmodell för att beskriva en process som blir meningsfull för företagen. Beroende på företagets utgångspunkter kan olika delar vara mer eller mindre relevanta. I studien var fyra delar särskilt framträdande för Santa Maria. Studiens resultat visar att individens erfarenheter och kunskaper är förutsättningar för en meningsfull process. Det är också viktigt att individen får utrymme att visa sina kunskaper och bidra till organisationens utveckling. Processen utgår ifrån individens perspektiv för att sedan riktas mot organisationen. Studiens resultat lyfter främst fram delarna identitet, hur tidigare erfarenheter kan användas i nya situationer och fokus på ledtrådar, att det är viktigt att individernas kunskaper kombineras för att nå ett bättre resultat. Uppfylls dessa delar finns det förutsättningar att processen blir meningsfull. / Swedish unlisted companies face new accounting rules as the laws evolve. One example is the K-project which has been published by Bokföringsnämnden who decide the rules in Sweden to facilitate companies in their accounting. The tangible assets should be accounted for according to the instructions in K3 which this study focus on.Instead of reported an asset as a whole it will be allocated in components because of the new rules in K3. If the component has a significant value in relation to the total cost it will be divided into components in order to show the asset´s consumptions capacity more clearly. How companies are going to divide an asset in components is not regulated in K3 because it’s a principles-based regulatory framework. This means that the companies need to make their own judgment and interpretation when they identify theirs components. The implementation of component deprecation can therefore be a considerable and problematic process.Companies have different conditions and the implementation will vary between companies because of their own assessments. When we study how the implementation can be meaningful we use the theory sense making. Sense making can be used to understand and get knowledge about a situation, according to previous studies on the subject.The aim of the study is to describe a meaningful process when companies implements component deprecation in their accounting. The study was made with a qualitative method in order to get much information for the execution, we did interviews and observations. We have study Santa Maria who is preparing the implementation of component deprecation during 2014 by following the rules in K3. We have used Weick´s model with seven properties to show how sense making can be used when we describe a meaningful implementation process. The different part can be more or less relevant depending on the companies promises. In this study with Santa Maria there are four properties that are emphasized. The result shows that individual´s experience and knowledge are important elements for a meaningful process. Individuals should also use their knowledge and get the opportunity to be involved in the organization´s work. The process started from an individual perspective and during the process the focus shifted to the organization. The result of this study focus on the parts identity and plausibility over accuracy which shows how earlier knowledge are useful in a new situation and a combination of the experience is important for a better result. A condition to make the process meaningful is to make a combination of these two elements.

This study identified factors influencing the practice of HIV prevention behaviours amongst Tanzania youths. Structured interviews with in-school youths (n=222) and out-of school youths (n=150); and focus groups discussions with 25 youths were conducted to collect data. Although the level of HIV/AIDS awareness was 97.6% and 58.5% of the youths had positive attitudes towards HIV prevention, only 50.8% practised at least one mode of HIV prevention. Factors which promoted HIV prevention practices included positive attitudes towards specific preventive behaviours and the individual’s self-efficacy to enact such behaviours. The barriers against the practice of HIV prevention behaviours included the lack of comprehensive knowledge about HIV/AIDS and HIV prevention, socio-economic issues such as unemployment, influx of mobile populations, loss of cultural values, negative social norms, peer pressure, alcohol abuse and the lack of adequate HIV preventive services. / Health Studies / M.A. (Public Health)

This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.