Why does one enter graduate studies? What does it mean to do research on Indigenous education as an Aboriginal person? What is the significance of attaining a master’s degree? In this paper I speak to how the experience of inquiring into the educational stories of five of my relatives, and into my own lived experiences, helped me understand the importance of stories and the impact of the autobiographical narrative inquiry on myself and my family.

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Understandings of diverse children, families, and communities/peoples as holding knowledge of and as practicing assessment is little recognized in research for, or in programs of, teacher education and development. Our paper shows the intergenerational relational living that Suzy, a young Métis child, experienced alongside her family as they imagined forward and remembered backward. This process shaped, and was shaped by, the family and Suzy’s continuous assessment of her ongoing making of a healthy life. We see important connections between Suzy’s and her family’s everyday assessment making practices and our experiences alongside Anishinaabe kwe scholar Mary Isabelle Young (Singing Turtle Woman), who lived with us Pimatisiwin (walking in a good way) and Pimosayta (learning to walk together). Dominant narratives of accountability in universities and schools most commonly serve the institution or government. Much potential opens in teacher education and development when we shift from these orientations to orientations that lift the particularities of each person and our collective responsibilities to all our relations. In this way we move closer to fulfilling our responsibilities to the people and worlds around us, to all of creation, the animals, plants, Earth, and cosmos, and to the next generations.

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