In this paper I reflect on epiphany moments in teaching and learning and the ways in which writing such moments can serve both to refresh and revitalise what Palmer calls the inner landscape of the educator, while also offering opportunities to enliven pedagogy. I use the notion of the liminal disposition to position such writing as an agentic act…

The construct of "identity text" conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. Despite extensive empirical evidence supporting the impact on academic achievement of both identity…

When they found themselves overwhelmed by the university experience of combining teaching, publishing, and service, the authors decided to meet regularly to discuss their experiences and frustrations with academic publishing in order to learn as much as possible from their pooled experiences. Here, they reflect on the obstacles they have faced and…

The link between development and learning is explicit in Mezirow's theory of transformational learning. Indeed, numerous studies have documented that growth and development are outcomes of transformational learning. What has not been questioned, and what is argued in this Forum article, is that it appears one must already be at a mature level of…

This article explores the challenges of espousing a critical pedagogy within the managerial climate that presently shapes teacher education. Current discourses of professionalism are incommensurate with an understanding of the way that literacy practices are grounded in the social worlds in which both school and university students operate. Such…