dialogue with each other with the result that both are changed by the encounter in some way – new knowledge is created that has elements of both in it.We draw onGiroux’s notion of becoming here – that as learners children (and, indeed, adults) are becoming (Freire 1998) and that teachers need to approach the job of teaching as learners, as always becoming. Indeed, this is the case with academic subjects, as discipline histories evidently testify (G. Martin 2005; Holt-Jensen 2009; Agnew and Livingstone 2011), that is, they have an identity of their own, but this identity is not fixed, since subjects are dynamic and constantly changing, thus becoming. Giroux discusses the idea of a border pedagogy in which teachers and students occupy a space where meaning is suspended, and where there is space to negotiate meaning in the classroom, as explored in the ‘Enquiring Minds’ project (Morgan and Williamson 2009). In this project the curriculum:

DOI link for dialogue with each other with the result that both are changed by the encounter in some way – new knowledge is created that has elements of both in it.We draw onGiroux’s notion of becoming here – that as learners children (and, indeed, adults) are becoming (Freire 1998) and that teachers need to approach the job of teaching as learners, as always becoming. Indeed, this is the case with academic subjects, as discipline histories evidently testify (G. Martin 2005; Holt-Jensen 2009; Agnew and Livingstone 2011), that is, they have an identity of their own, but this identity is not fixed, since subjects are dynamic and constantly changing, thus becoming. Giroux discusses the idea of a border pedagogy in which teachers and students occupy a space where meaning is suspended, and where there is space to negotiate meaning in the classroom, as explored in the ‘Enquiring Minds’ project (Morgan and Williamson 2009). In this project the curriculum:

dialogue with each other with the result that both are changed by the encounter in some way – new knowledge is created that has elements of both in it.We draw onGiroux’s notion of becoming here – that as learners children (and, indeed, adults) are becoming (Freire 1998) and that teachers need to approach the job of teaching as learners, as always becoming. Indeed, this is the case with academic subjects, as discipline histories evidently testify (G. Martin 2005; Holt-Jensen 2009; Agnew and Livingstone 2011), that is, they have an identity of their own, but this identity is not fixed, since subjects are dynamic and constantly changing, thus becoming. Giroux discusses the idea of a border pedagogy in which teachers and students occupy a space where meaning is suspended, and where there is space to negotiate meaning in the classroom, as explored in the ‘Enquiring Minds’ project (Morgan and Williamson 2009). In this project the curriculum: