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Questions of diversity and inclusion are central to learning to engage in narrative inquiry. By engaging in autobiographical narrative inquiry (Clandinin & Caine, 2012; Clandinin & Connelly, 2000), we tell and retell stories related to diversity. In doing so, we puzzle about inquiring in ethical ways alongside diverse participants. We tell and retell three stories in our efforts to break with the taken-for-granted in our lives. We draw forward resonances around the challenging, yet ethical necessity, of facing ourselves (Anzaldua, 1987/1999; Lindemann Nelson, 1995) as we attend to the complexity of lives.

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Of the many plagues that affect communities today, a particularly insidious one is indifference and depersonalization. This plague has been articulated by Albert Camus and then taken up in an educational context by Maxine Greene. In this article we, the authors, respond to Greene’s call to co-compose curricula with our students to fight this plague. Recognizing the role of difficult knowledge as well as conscious and unconscious defenses, we develop an approach to “diversity” harmonious with radical love during these troubled times of conflict and increased visibility of hatred. Through a weaving of our experiential, embodied knowledge with theory, we consider how we might invite students to consider contemporary, historical, and ongoing inequity and structural violence. Like Sirens luring sailors to precarious shores, we seek to entice teachers and students to the difficult knowledge they might otherwise avoid as all of us together consider our ethical responsibilities to each other.