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As educators, we tend to go about a typical day anticipating lessons, discussing pedagogical practices with colleagues, and engaging students with thoughtfully developed instruction. As attentive practitioners, we take a few minutes and reflect on the day's proceedings and construct revised pedagogical strategies to better meet the needs of the students. However, what aspects of the pedagogical lifeworld would we think about if we decided to step back from the complexities, deadlines, anddoi:10.29173/pandpr19857 fatcat:pcnpqmadmngkvg4owktdqam6yq