ABSTRACT From this year-long study, we offer new perspectives for being and becoming critical friends as co-authors. Informed by the Transactional Theory of Reading, a narrative view of experience and feminist communication theory, we positioned ourselves as collaborative, active meaning makers who could read and make meaning from our lived experiences and who could disrupt and problematize our narrative lives as teacher researchers. Through use of a collaborative conference protocol, we discovered what it means to be and to become critical friends who can co-author narrative understanding of self in the study. We have revisited the concept of critical friendship by repositioning our coauthoring as not just a resource for the completion of a better end product, but also as a way of being and knowing that enables an individual to revisit, reignite, disrupt, problematize and challenge one’s past and present storied lives.

中文翻译：

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作为关键作者的关键朋友之间的协作意义制造和对话互动

摘要从这项为期一年的研究中，我们提供了成为共同作者并成为重要朋友的新观点。借助交易的阅读理论，经验的叙事观和女性主义传播理论的启发，我们将自己定位为协作，积极的意义创造者，他们可以从我们的生活经历中读取和提出意义，并且可以打乱教师研究人员的叙事生活并使之成问题。通过使用协作会议协议，我们发现了成为并成为关键朋友（可以共同撰写本研究的叙事理解）的意义。通过重新定位共同作者，我们重新审视了至关重要的友谊的概念，它不仅是完成更好的最终产品的资源，而且还是一种能够使个人重新审视，重新点燃，