ABSTRACT
Chapter 1 sketched four models of inquiry (I am sure the reader could supply others) to suggest how the status of rivals rise and fall, and how the RH stance is itself transformed by the practice of inquiry that adopts and gives it shape. And with these transformations come a rise and fall in the value placed on this mutable literate practice. But the obvious question is, “So what?” Just how significant is this practice, especially in the context of an intercultural, educational inquiry?
