My poetic inquiry contemplates possible exchanges between educator and learner in a writing intensive university course designed to invite collaborative co-authoring of embodied, emotive, and informed reflective responses to ongoing life narratives and histories expressed/performed. I intend to open up my inclusive learning environment to feelings of belonging, a shared "performance of place," (Kaye, 2000, p. 3) that supports risk-full exploration of embodied texts like those living in and expressing through the small talk of my injured back. I challenge self-made definitions of educator, learner, and researcher in dedication to critical, informed, contemplative practices around sometimes unexpected, multidisciplined, transmediated places of embodied expression and emergent pedagogy.