Narratives from the North: Early Childhood Teachers’ Narrative Identities in Place

This study focuses on early childhood teachers’ narrative identities in the North, based concept of place. The aim is to deepen understanding work culturally diverse North by approaching as closely connected with research question guiding this is: How do teachers from narrate their identities? material consisted 12 peer interviews (24 teachers). findings show that place are shaped between three crucial dimensions: meaningful places, temporality, and (un)belonging multiple communities. contributes international identities, place-based education, education both theoretically methodologically. challenge teachers, teacher educators, policymakers recognise significance for identities.