As institutions of learning become more diverse in their members and their curricula offerings, it has become necessary to articulate the demands of encounter. A distinction must be made between meeting and encounter. The former refers to a choreographed proximity of bodies. The latter refers to the totality of what it means to be human – a being intricately linked to other beings through life-giving webs of relationships. Therefore, transformative education must be grounded in the ritual of encounters because such a ritual allows for the possibility for new discourses that lead to knowledge creation. Such discourses allow for a fluidity of identity in a manner where the teacher is both a teacher and a student, and the student is also both a student and a teacher.


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