This article offers an account of a series of writing workshops involving English teachers in Victoria, Australia, known as the "stella2.0" project. It argues that storytelling can potentially provide a valuable counterpoint to the "knowledge" underpinning standards-based reforms. The argument serves to introduce two other essays published in this issue of "Changing English": "Storytelling and Professional Learning", in which Brenton Doecke articulates a standpoint about storytelling that helped to shape the workshops, and "Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together…", by Graham Parr and Scott Bulfin, in which they inquire into the conceptual foundations of the "stella2.0" project and discuss some of the writing generated by teachers in the workshops.