Education exhibits light and shade, substance and illusion, hope and despair, reflection and anticipation. Education demonstrates the recurring ambivalence and uncertainty at its centre by creating new and powerful opportunities for some learners and their teachers and by helping toperpetuate others' marginalisation. For some, personal growth is accompanied by collective affirmation and the experience of being and becoming; for others, appearance is all and the potential associated with seeming is not translated into a lasting reality.This chapter presents a dialogue with the students' works about the theme of 'seeming, being and becoming' by linking their respective concerns and the convergences and divergences among those concerns with selected contemporary educational scholarship. In particular, the chapter examines education research that highlights the intersections and contradictions between lifelong learning and teacher transformation, which function as distilled encapsulations of the students' writing. The proposition is propounded that learners' and educators' woven words canbe very powerful in promoting these enduringly sought aspirations. At the same time, seeming, being and becoming can readily turn into unattainable chimera and evanescent glimpses of other worlds that can leave learners and their teachers feeling dissatisfied and incomplete.
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