Introduction

The five of us who have written this book have been drawn to this collaboration by a belief that identity is an important frame for examining pedagogy, change and lifelong learning today. We come with different backgrounds, different institutional histories, different theoretical allegiances, and have different practical engagements. But we were interested in talking more to each other about the questions and case studies that are the subject of this book. We hope that the book might also be of interest to others who work in some part of the broad terrain that encompasses pedagogy, lifelong learning, organisational and social change.