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December 24, 2012


CC image source

‘Not everything that is faced can be changed. But nothing can be changed until it is faced.’

James Baldwin


  • My birthday last week
  • firstborn turned 21 yesterday (waffles for breakfast – spent the day working at her favourite cafe – downed champagne before disappearing into the twilight)
  • I won a new position starting in 2013
  • studies continue with focus on formative assessment
  • the fig tree in our backyard is under magpie attack
  • and flame grapes are nearly vine-ripened.


Inherent in the close of any year, adventure, or project are tantalising signs of new beginnings. Encountering the Baldwin quote above was a timely reminder to persist with innovating. As ever, I’m working on my own practice; this demands looking back while also charting directions onward. So here’s a rearviewmirror glance:

My own personal stocktake probably looks more like this:


Image shared by @Stephen_H via Twitter

As for a lighthouse-illuminating cut across the path ahead:

  • Teaching to Transgress inspires engaged pedagogy, a revolution of values, embracing change, theory as liberatory practice, and all of these achieved through building a teaching community (perhaps community of learners?)
  • 50 Best Books for Teachers
  • MOOC registration for Alec Couros’s Educational Technology & Media extravaganza beginning January 13, 2013.

Much to anticipate.

I also feel immense gratitude for shared wisdom which provokes my learning, unlearning, and – crucially – enables guidance throughout this ongoing process:


Figure 3: the unlearning typology (Azmi, 2008, p. 247).

Selected references

Azmi, F.T. (2008). Mapping the learn-unlearn-relearn model: Imperatives for strategic management. European Business Review, 20(3), 240 – 259. Retrieved December 24, 2012 from ProQuest.

Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.


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