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University methods instructors emerging from disciplinary silos (art, English, mathematics, science, and foreign language) co-created a seminar to support candidates’ using video reflection. They explored how the Inquiry into My Practice protocol (IMP) could be used as a vehicle to surface Three Durable Practices critical for educators: intentional collaboration, instruction, and reflection.

Grounded in an interactional ethnographic perspective, this analysis draws on two telling cases to examine how the faculty team and teacher candidates co-constructed an intentional ethnographic learning community using physical and video-based practices (TeachingChannel.org).

Three Durable Practices came to life in the IMP, and through this shared and coherent conceptual approach, candidates made visible their process for bridging the disconnected worlds of theory and practice as they took up video analysis of their teaching.

Orienting across disciplinary boundaries to a shared conceptual language with associated protocols, faculty and candidates are afforded approaches to navigate their face-to-face and virtual worlds of practice.

The politics of intimate relationships structure innovation for sexual and reproductive health technologies. In this chapter I present three case studies that explore how national political concerns surrounding maternal intentions and the race of sexual women shape the production of sexual and reproductive health technologies. The products I examine are: GONAL-F, a subcutaneous injection of follitropin alpha for ovulation induction; Evra, a transdermal patch containing norelgestromin (NGM) and ethinyl estradiol (EE) for hormonal contraception; and zidovudine (ZDV) for HIV therapy, including the prevention of mother-to-child transmission. Together, these case studies illustrate how the politics of intimate relationships, which are deeply engrained in societies, structure clinical innovation, through conditions of inclusion, exclusion and anticipation.