The importance of practising teachers as contributors to the research agenda has been acknowledged over the last twenty years. This work has in turn led to the development of teacher professional knowledge as a distinct field of educational inquiry (Britzman 1991, Connelly and Clandinin 1999, Loughran and Russell 2002, Loughran, Mitchell and Mitchell 2002). Perhaps the best-known approach to teacher inquiry is action research. In recent years there have been increased opportunities for teacher-researchers to explore a range of methods that come under the umbrellas of qualitative, ethnographic and Arts-based approaches. 'Image-based research has presented exciting possibilities as visual narrative (Prosser 1997). Two Australian studies that used 'image-based research' have highlighted some innovative possibilities for educational research. In particular they point to understanding diversity, supporting new relationships with our research participants and ensuring that we continue to revisit issues of validity. This paper reports on recent research where we review our practices in respect to what it means to respond to the issues of diversity - culturally and individually. We, like the teachers we regularly interact with in our everyday work, are attempting to develop curriculum and research practices that are appropriate to the times in which we live. Freeing the voices of our participants and the places where we do research has engaged using a number of ways including the problematics of curricula and research practices together with the politics of interpretation that arise when we reposition our relationships with research participants. By criss-crossing multiple threads of stories, images and movements we are offering possibilities for rethinking and reworking research practices and the kind of truth claims we maintain about our work. What we are attempting to articulate in this paper is how can we inquire into the emergent theories of our practice in a way that that focuses on diversity? And how can we know inquiry as part of our everyday reality? We report on how we have become entangled in methods that fall broadly under qualitative, ethnographic Arts-based approaches. The use of critical incidents and 'image based research' (Prosser 1997) reveal how we can create spaces and contribute to epistemological understandings that are potentially transformative for the researcher and the researched. This work entangles us as researchers in discourses that trouble, as we simultaneously attempt to be on the inside and outside of teachers' work. The development of professional knowledge needs teachers who can inquire into the emergent theories of their practice. We conclude by reminding ourselves that our work is not without innocence and embodies issues of validity and identity simultaneously