This study examines the lived experiences of seven internationally diverse scholars from Canada, the United States, New Zealand, and Australia to answer the question: how do we make meaning of our collective boundary crossing experiences across disciplines and positions within SoTL? Our positions range from graduate student, faculty, and academic…

This paper presents data from the first six-months of an ongoing speculative design project in which youth and researchers co-created a videogame club, and later an eSports team, in an urban youth centre in Montréal, Québec. It describes how process philosophy informed researchers' approach to speculative design, allowing youth and researchers to…

This paper presents a collaborative research project developed by a researcher in mathematics education and a grade 3 Inuit teacher from Northern Quebec. Four learning situations were created, but discrepancies occurred between what was planned and agreed upon by both collaborators, and what was enacted during the project. We studied these…

The author's academic journey in learning to mentor and be co-mentored involved three rites of passage. In this reflective essay (invited paper), the author acknowledges his most influential co-mentors--former dissertation supervisees and long since colleagues--who helped form the "we" that is him. The first phase coincided with a…

Examined is Dr. Jean Clandinin and F. Michael Connelly's research on teacher's "personal practical knowledge" and its impact and influence upon teachers' perceptions of themselves and their work. (40 references) (SI)

From an ethnographic perspective, "procedural display" is defined and discussed. Two lesson transcripts help to analyze procedural display. (32 references) (SI)