It has been an enlightening experience this term studying PgCert: putting me in touch with myself as a student learner again, alongside the competing demands on time that exist now and seem always to have existed whenever I have embarked on study! Feeling somewhat demotivated and behind last week, I had a very valuable tutorial with Rachel Marsden on Monday which highlighted both what I had done well and what needed further work. Having tried to convince myself that it was OK just to pass this Unit, this small piece of motivation and reminder of the potential to do better not only helped me to aspire towards a better grade, but to look towards more rewarding thinking and development going forward. Having primarily approached this Unit via the lectures and seminars, I had forgotten the key ingredient of a holistic learning experience: to integrate it with my own research and teaching ideas and practice, and not only respond to the curriculum. I am reminded of the Teaching and Learning Exchange course I studied in 2014 during my PhD and the radical potential I found in bringing in some of the key thinkers in approaching both learning and teaching- “to be in but not of the University” as Fred Moten and Stefano Harney say (2013. The undercommons: fugitive planning & black study.) I then start to become tempted by some of the titles suggested in the additional reading lists as part of the PgCert: Teaching for people who prefer not to teach Bayerdoerfer and Schweiker (editors), 2017), The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation (Rancière, 1991), and so the research begins anew.