In the final chapter of this volume, the authors refer to the âeoepedagogical vantage points offered by narrative inquiryâe#157;, an apt comment that encapsulates the volumeâe(tm)s purpose and its spirit. As an increasing number of people throughout the world âe" and from a broad range of disciplines âe" are turning to narrative as a research methodology, this volume is timely in its focus on the learning and teaching of this approach. The contributors to the volume, all narrative scholars themselves, write about the creative and challenging pedagogical activities that they use in order to enable others to learn about and do narrative research. The volume will be of particular interest to those teaching narrative research methodologies at both undergraduate and postgraduate level in the social sciences, medical sciences and the humanities. The contributions from Hong Kong, Israel, Europe and North America, all reflect critically on the rich complexities of using and teaching narrative in those contexts and attend closely to the diverse constituencies of their learning communities.