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Youth live storied lives (made up of intersecting stories of school, home, peers, and other aspects of lived experience). Therefore, the ways in which youth construct and tell their high school stories are vital for understanding their experiences as first authors (primary creators, constructors, and tellers of their own stories) and protagonists (as active agents of these stories). This paper examines the physical and metaphorical movements that a research team experienced when constructing and sharing their high school narratives related to youth engagement in social justice educational change. Team members went from engaging restricted movements (which we, authors, have called collapse, truncation, or formulaic motions) to expanded motions (designated relationality improv, malleable formations, and the languages of the arts). This transformation reflected members becoming first authors of and meaningful protagonists in their high school stories of social justice and democratic educational change. For educators and researchers striving to support youth voice and engagement in educational change, an emphasis on movement (within youths' story construction and telling processes) affords valuable openings to support youth in identifying and claiming their agency, engagement and change—making in high school.

L. M. Montgomery's work, including her most famous novel, Anne of Green Gables, has been tied inextricably, in both scholarship and the popular imagination, to the rural worlds of Green Gables, Avonlea and Prince Edward Island. This article positions Montgomery as a writer offering insight into early Canadian suburban life. It does so via a reading of the third "Anne" book, Anne of the Island (1915), specifically its depiction of Patty's Place, where Anne lives while a student at Redmond College (Dalhousie College) in Kingsport (Halifax, Nova Scotia). For Montgomery, the suburb is a place that combines the best of the country and the city, while moving past the limitations of both. The suburb gives Anne a home and a place of belonging in a new, urban world. Patty's Place also offers the possibility of transformation and independence, especially for women, more than any other place in the novel. This article not only provides a new perspective on one of Canada's best-loved writers, but also contributes to a slowly growing but long overdue discussion of the city and suburbs in Canadian literary criticism, which is still largely preoccupied with notions of the wilderness and of the north. [ABSTRACT FROM AUTHOR]

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Historians have established late eighteenth- and early nineteenth-century Brighton's role in the urban renaissance by tracking its emergence as a centre of fashion, polite sociability, and consumerism. Other versions of the town, such as domestic experiences and home life, have, however, been neglected. Yet in the early nineteenth century, contemporaries increasingly present a version of Brighton that is domestic and retired instead of public; polite instead of fashionable; rational instead of dissipated; intimate rather than crowded; more country and nature-orientated than urban focused. This article explores how Elizabeth Sandham's didactic novel, Sketches of Young People; or, a Journey to Brighton (1822), negotiates this transition. It moreover argues for the empowering possibilities that this new Brighton offers middle-class women in terms of satisfying intellectual curiosity and facilitating physical mobility. While Brighton's history has been explored, this article calls for future work into the cultural, including literary, representations of romanticperiod Brighton. [ABSTRACT FROM AUTHOR]