ABSTRACT
This chapter explores the importance of global picturebooks to build learners' identities as learners work to understand their place in the world and to better understand the world in which people live. It presents some powerful examples of the teachers intentionally learning from their students, including during more challenging moments. The deliberate and intentional community Kelly created with the teachers provided a space for reflection, reconsideration, and support as together they explored ways to expand the worldviews of their students. In turn, the classroom communities Heather, Simeen, Maggie, and Krista constructed provided spaces for students to learn from both the intentionality as well as the richness of the explorations of global picturebooks. In inquiry communities, teachers explored together and built trusting relationships. The teachers looked forward to their continuing development as professionals and for the friendships they developed with one another.
