In the following pages I will partially explore autobiography as a starting point for teacher inquiry and then discuss the issues and tensions connected with inquiry as a form of validating and transforming teachers' pedagogies, emerging voices, and power arrangements. Teacher inquiry and teacher-researcher will be alternative ways to call for the same activity. They refer to the concept of teachers as producers of systematic, valid, and reliable knowledge connected with classroom and school curriculum, pedagogy, and learning. The range of research paradigms and inquiry questions is large. Currently, for instance, narrative inquiry and literary criticism are valid forms of constituting knowledge about practice. Teacher-researcher also emphasizes the ethical and political dimensions of the curriculum, the hidden curriculum, and the classroom processes. Furthermore, autobiography becomes a central piece of the inquiry because the inquirer is not neutral and invisible.