Crises of Schooling and the “Crisis of Representation”: The Story of Rob

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Abstract
This account exemplifies (rather than argues) the value of the “messy text”; its method/ology is embodied rather than explicit, and the story that it tells (read aloud) aims to be persuasive rather than demonstrative. A discussion then indicates the location of the story in its empirical and methodological contexts, some illustrative justification of “fictional” writing as legitimate inquiry in the social sciences, and some of the contiguity of the literary and ethnographic projects.