Abstract
As co-guest editors, we present this special issue on the benefits and challenges of integrating lived experience into higher education teaching with pride and deep appreciation. This collection represents not only a body of scholarship, but also the coming together of powerful lived-experience voices. We recognise that we are not hearing all the voices. For instance, there are some who choose not to, or are not able to, be explicit about their lived experience. Our hope is that this special issue will create a space of safety to encourage and allow others to be open.