In this paper, in response to Ajay Sharma's paper titled "Portrait of a science teacher as a bricoleur: A case study from India" and associated reviews, I address the value of bridging two narrative styles for describing teacher development, discuss questions of over-essentializing an Indian school context, propose that teacher and student participants should be included in this type of writing series, and identify institutional barriers to researchers acting as agents-of-change. [Abstract presented in both English and Hindi.]