ABSTRACT
In the first section of this book, we explored three of our own unfolding stories of trying to think and act regeneratively within education systems. In these chapters, each story focused on the relationships we as educators have with students (chapter 2), our colleagues (chapter 3), and the larger system(s) of which we are part (chapter 4). These stories contain various themes – such as belonging, loving resistance, co-creation, community building, purpose, steadfastness, constructive disruption, hospicing, care, systemic acupuncture, and several more. In chapter 5, we explored these themes in more depth through a fireplace conversation. In the chapter that follows, we’ll integrate what we’ve been learning about what it means, and takes, to regenerate our education roles, practices, and systems in three regenerative frameworks. But before we go there, we would like to invite you to explore a story of your own. A story that may contain similar themes as the ones we have explored so far, but that may also weave yet other themes into your experience of working with this book.
