How do practising teachers and educators enrolled in a Master of Education program view the urban-rural divide in Australia and elsewhere? Using postings to a discussion board, this article looks at teachers' awareness of social justice and equity issues as they affect educational provision in the rustbelt areas of the cities, and amongst communities in rural and remote areas of Australia. After situating themselves on the divide, participants then engage in memory work, and relate two stories of city or country life that are subsequently deconstructed by other members of the group. The research is part of a much wider project into knowledge construction and assessment online, which seeks to identify changes in beliefs and understandings, and looks at the ways in which tutors, instructors and e-moderators can promote transformative learning. (Contains 1 figure and 1 note.)