Within the contemporary landscape of higher education, adult education programs are generally housed, academically and organizationally, within Colleges and Schools of Education. Given the breadth of programs offered, it is perhaps not surprising when faculty are unaware of what those in adjacent programs are doing, but this segregation may make it difficult to garner necessary support for students and programs. Drawing from a small–scale study among teacher educators within a School of Education, this article argues that even short conversations across sub–disciplines can be productive and can ultimately enhance our collective work as educators of educators.
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