ABSTRACT
Learning to teach in higher education had clearly bypassed university lectures, which were delivered unencumbered by any theory of pedagogy or andragogy. The re-invention of teaching, described in this chapter, is owed to the brilliance of Storyline, which has travelled internationally to incredible effect. Together with the genius of Priestley and Macguire’s cornucopia of interactive approaches to teaching and learning, for me the beneficiaries would extend from children to teachers, social workers, home helps and Strathclyde Police. Beginning with a year in Provence and a sometimes painful induction into teaching grownups, the chapter ends with the highly contested issues of sex, sexism, race and racism in the classroom.
