This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.

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We reflect on experiences we have had working, living and walking alongside our students. We interpret these experiences to reveal the silences at play as we walk stories into being together and attune ourselves to the places we both create and inhabit. We ground our exploration of the connection between walking and curriculum in life writing and literary métissage (Hasebe-Ludt et al., 2009). Throughout, we draw inspiration from Abram (1996) to explore the notion of walking as quiet participation, which we characterize as a bodily attunement toward each other and the more-than-human world, and we point to its possibilities for how we work and live alongside one another.

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