This article explores a number of methodological and procedural issues surrounding research across cultural and gender boundaries. The research involves narrative inquiry in one collaborative Kaupapa Maori context, exploring the experiences of mature-aged Maori women teachers as they implement the new health and physical education curriculum in their schools. Their construction of meaning is informed by both western and traditional Maori world views, at times leading to contradiction and conflict. The process whereby the participants story and re-story their personal narratives in "coming to know" how to teach physical education illustrates other ways of knowing. Research issues related to initiation, benefits, representation, legitimation and accountability are addressed through a collaboratively negotiated research agenda sensitive to Maori cultural aspirations, practices and preferences.
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