The articles that appear in this issue of Human Architecture: Journal of the Sociology of Self-Knowledge reflect the diversity and richness of presentations at the 2008 Annual Conference on Teaching for Transformation organized by the Center for the Improvement of Teaching at UMass Boston. Representing faculty across different disciplines, these essays reflect these teachers' creative and thoughtful pedagogical approaches, their focus on challenging and engaging learners, and their commitment to both excellence and inclusion. The title chosen for this volume, "Teaching Transformation"--one which will regularly appear in the CIT proceedings issues of Human Architecture--highlights a two-fold interest and commitment that the organizers and participants in the annual conference have commonly shared. One is to advance teaching as a venue for transformative pedagogical and social practices that empower students, faculty, and communities on and off-campus in favor of a deeper recognition and respect for diversity, inclusion, and social justice. However, by choosing the title we would also like to emphasize that in order to meet the first goal above, it is also important and necessary to see teaching and one's habits and styles of teaching as fluid and dynamic, and not static and established, habitus. To advance transformative teaching (and learning), it is necessary to continually transform our teaching and pedagogical approaches and help one another to do the same.



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