In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ('the everyday') as a source of provocative learning moments that can liberate both student writers and writing centre staff. At the same time, the authors parlay Etienne Wenger's concept of 'community of practice' into an ethos of a dynamic, learner-centred pedagogy that is especially well-suited to the peculiar teaching situation of the writing centre. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.
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