The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. For many geographers, teaching and research take place in separate spaces. The teaching/research nexus may be a "complex and contested relationship" (Healey, 2005, 195), but the links are often weak (Jenkins, 2000), the relationship predominantly one-way (Healey, 2005) and, in many countries, the dichotomy between them is growing (LeHeron et al, 2006). Some of the best teaching is informed by others' research and our own; sometimes we talk about a two-way flow where students' engagement with our research material (or the simple act of having to distil it) enriches our thinking when we are back in research mode. But this isn't anything like an equal exchange. As Cook et al. (2007) have recently demonstrated, direct student engagement in research issues, and the challenge of drawing on and situating their own experiences and values, not only democratizes but enriches teaching and learning for all concerned.