In 1986 philosopher Michel de Certeau gave us this insight: Finally, beyond the question of methods and contents, beyond what it says, the measure of a work is what it keeps silent. And we must say that the scientific studies – and undoubtedly the works they highlight – include vast and strange expanses of silence. These blank spots outline a geography of the forgotten. (1986, p. 131) Thirty years later, de Certeau’s words continue to resonate powerfully with us and, we believe, with many who work in education. In formal and informal sites of learning, people, ideas, beliefs and opinions are routinely ranked and sorted creating hierarchies of belonging and exclusion and relegating, in the process, so very many “others” into the landscape of the forgotten.