Narratives are deeply personal and thus controversial. There are a myriad of aspects to consider when using them, there is no single 'right' way to use narratives.
In the process of creating this resource we came across various theoretical, ethical, and pedagocial dilemmas which created numerous discussions. We would like to present some of these issues of contention to you and would appreciate any and all comments that can lead to the growth of learner narratives in a constructive way.

How does one grade narrative? (grammar, content, reflection, process, form) Could they simply be pass or fail, how is that possible for contemporary teachers within the mark oriented school system? What should the rubric look like? What type of feedback is appropriate? How can we use a variety of assessment?

When selecting the narratives of others for students to read as examples or as content for reading comprehension, what is the basis for selection? Are some narratives preferential, if so why?

Refugees and students who have experienced trauma may not want to share their stories, or may not be ready yet. How can educators facilitate the narratives of these students, or perhaps they shouldn't?

What language should the narratives be in? Should they use both languages?

The following excerpt is from Marylin Low's 'Radical Contingencies in the Words of a Student: (Dis)placing, (Re)marking, Languaging'. After having read it, in what ways do teachers read students? How, if at all, can narratives facilitate in the process of 'reading me together'?

"Dear teacher,
You marked me low level student. Why? I think you mark just my grammar. I not low level. .I think my writing maybe confused you reading me. I write more than English words say only. I like my Japanese hide in between English words. You can't se(e) it but I think you know. Maybe you don't like not knowing exactly meaning. Can we meet? I want us to read me together. (ji, international student)"

Marylin Low."Radical Contingencies in the Words of a Student: (Dis)lacing, (Re)marking, Languaging" from Curriculum Intertext: Place/Language/Pedagogy, Erika Hasebe-Ludt & Wanda Hurren, ed(s)., Peter Lang Publishing. (C) 2003, 57-69.