At the heart of this book are teachers' stories of pedagogical encounters in Australia, Czech Republic, and Sweden in schools at all levels, from preschool through university, demonstrating how responsive learning spaces can enable students and teachers to open toward new ways of being in the world. The authors describe classroom practices, and clarify new theoretical concepts, drawing on three conceptual influences: the philosophy and practice of collective biography, the work of philosopher Gilles Deleuze, and the philosophy and practices of Reggio Emilia schooling. Some topics are listening to homeless young people, difference as ethical encounter, reflection on a day in art class, and the architecture of pedagogical encounters. The book is based on a project supported by an Australian Research Council Discovery grant awarded to the contributors in 2006-2008. Davies is a professorial fellow at Melbourne University, Australia. Gannon lectures in education at the University of Western Sydney. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)