Learning is a temporal art. It is defined by experiences in liminal spaces, as well as by the processes that take advantage of those spaces to offer access points to past, present, and future discovery. Edmund Husserl suggests that experience can be understood as a convergence of three stages of consciousness, operating simultaneously: retention, in which past experiences are retained in memory; attention, in which immediate sensory impressions are encountered; and protention, in which we construct expectations for the future that inform our understanding of the present. [1] With such a multilayered approach to time, boundaries of the experience of learning are not easily demarcated, and real learning is rarely encapsulated in the linear structures we so often assume to be critical for legitimacy in teaching. …

… My first two-year cycle as showcase director for these regional performances concluded with the North American Division (which, curiously, includes Australia and New Zealand, but not England). Working with my own region at the end of a cycle that introduced me over time to teenage impressions of global cultural life offered me a unique opportunity for reflection on the substance and process of enculturation. I have wondered throughout these two years how these productions reflect, inform, and challenge regional stereotypes. …