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It is widely recognised that teaching English to speakers of other languages (TESOL) and teaching English as a second dialect (TESD) in remote Indigenous Australia have a history of repeated failure of both policy and practice. National language testing has been been forcefully attacked by TESOL specialists, producing strong debate amongst politicians and educators. Meanwhile, the teachers in these remote communities, usually female, non‐Indigenous outsiders, are not consulted and rarely remain in these teaching locations. This article tells the story of how we, as researchers, developed a narrative inquiry project to investigate the situated stories of three teachers. Most immediately we noted how the stories we heard were as shocking for their silences as for what they told us, and the “truth” they offered lay primarily in the magnetism of narrative itself through the vitality of the “self” that came to life within the teacher's story. Unpredictably, however, and of greater significance for our understanding, our project confronted us with our own complicity in the silencing technologies effected by both the methodological processes and textual products of narrative study. We came to conclude that there is an inherent paradox at the heart of narrative inquiry which must be addressed in all its complexity if its emancipatory and voice‐releasing goals are to be realised.

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This work is licenced under the Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0 or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. This licence allows for the copying, distribution, display and performance of this work for non-commercial purposes providing the work is clearly attributed to the copyright holders. Address all inquiries to the Director at the above address. List of contributorsLaurence Anthony is professor of applied linguistics at the Faculty of Science and Engineering, Waseda University, Japan. He has a BSc degree (Mathematical Physics) from the University of Manchester, UK, and MA (TESL/TEFL) and PhD (Applied Linguistics) degrees from the University of Birmingham, UK. He is a former director and the current co-ordinator of graduate school English in the Center for English Language Education in Science and Engineering [CELESE]. His main research interests are in corpus linguistics, educational technology and English for Specific Purposes [ESP] program design and teaching methodologies. He serves on the editorial boards of various international journals and is a frequent member of the scientific committees of international conferences. He received the National Prize of the Japan Association for English Corpus Studies [JAECS] in 2012 for his work in corpus software tools design. He is the developer of various corpus tools including AntConc, AntWordProfiler, FireAnt, and ProtAnt.Karen Bennett lectures in translation and academic writing at the Nova University in Lisbon. She has an MA and PhD in Translation Studies from the University of Lisbon, and researches the translation and transmission of knowledge (amongst other things) with the Centre for English, Translation and Anglo-Portuguese Studies [CETAPS] and University of Lisbon Centre for English Studies [ULICES/CEAUL]. She has published three books and numerous articles and book chapters, and is also currently co-editing a special issue of The Translator with Rita Queiroz de Barros on the subject of international English and translation.Ana Bocanegra-Valle is a senior lecturer at the University of Cadiz, Spain, where she teaches Maritime English to undergraduates and master's students. She has conducted research on needs analysis, Maritime English discourse, academic English and English for research publication purposes. She was editor of the LSP journal Ibérica between 2006 and 2014 and is at present book review editor for the journal ESP Today.Sally Burgess is a lecturer in English at the University of La Laguna, Spain. Her main research interests are in cross-cultural rhetoric, the contribution of language professionals to the preparation of research publications, the teaching of writing in the university context and, most recently, the effects of research evaluation policies on Spanish scholars' publishing practices. She has published on all of ...