摘要：What knowledge, skills and dispositions are needed by adult numeracy and literacy teachers to help their learners imagine and build better lives for themselves and sustainable futures for their children and community? What resources can teachers draw on to be able to exercise agency as a group of professionals to give voice to the needs and aspirations of their learners? Using the contemporary Australian adult numeracy and literacy context as a point of reflection, I argue that some degree of propensity to take risks is needed by teachers if they are to exercise agency as professional educators, and that the universities have a renewed role to play in creating spaces for educating risk-taking educators.
