ABSTRACT
The vision of inquiry and intercultural collaboration we sketched in chapter 2 covers a rather grand and sweeping territory. But as we noted in chapter 1, the RH stance is itself not only a local literate practice but a rather mutable one-including a family of quite distinctive educational practices. So when we look at RH not as philosophers but as educators and researchers, the question shifts from “What is RH thinking?” to “What does it mean to learn RH thinking in an academic community where all of these practices reside? And what does it mean to learn it as a student?” In our study this question took a human face in the person of an actual student we will call Aseka. We came to call this problem of learning the Aseka Question.
