Section I: How can we position, reposition, reframe, re-imagine, and integrate new learnings from the past, present, and future?

Contemplating the Academy Using Memory-Work as Method“An Organic Vessel With Rippling Effect”Imaginary Critical FriendsMe Versus WeResponding to Pandemic-Centered Nihilism With Democratic Renewal and Restoration in Teacher EducationTestimonio Pedagogy on the Borderlands in Teacher EducationReading the Room"Buoys in the Sea"Exploring Our Knowledge of Narrative S-STEP Methodology Through CollaborationBeyond Critical ReflectionRevisiting Collaborative Editorial Initiatives to Learn More About Our Academic MotivationsCritical Friend Intimacy and Individual TransformationsConstructing Spaces for Professional Development in an Action Research CourseMe, Myself, and IFrom Tourist Teachers to Place Rooted EducatorsWho Is the ‘I’ in All of This? Making the Familiar Strange AgainPausing to Breathe, but Is It Possible to Pause Whiteness in Teaching and Teacher Education? Questions of Feminist PowerNew Understandings of LiminalityWhat Does It Mean to Be a Teacher-Educator?Vulnerability, Ontological, and Epistemological Assault

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