As co-editors of this theme issue of this journal, the authors have accepted that knowledge systems and teacher education programs are deeply interconnected. Further, they claim that teacher education programs must incorporate in theory and practice the fact that knowledge systems are a determining factor in the effectiveness of a teacher education program. In this article, the authors use the term "knowledge systems" to refer to those systems of knowledge and information that are connected to physical locations or places. The work is a process of conversation as a scholarly endeavor based on the authors' understanding of the importance of dialogue as an educational praxis that takes them into the conflicting and often liminal spaces of identity, inclusivity, bordering, and belonging. Their intention is to provide a critical engagement with these issues through their own experiences and theoretical positions. The authors found after numerous conversations that they were delving into complex intellectual challenges to what they had learned about the meaning of "knowledge" in academic settings and what this term meant to everyone as individuals and cultural beings. (Contains 1 note.)