During the past years, I have slowly moved from the role of a student towards a role of ateacher and supervisor. While doing this, I have hoped to continue to approach pedagogicalencounters as a learner. In line with critical pedagogy, I embrace the possibilities of mutuallearning where the roles of teachers and learners are constantly kept in move. The paper athand draws closer attention to travel readings and guidelines that I wish to carry with me onmy pedagogical journey.

As being a big fan of Emmanuel Levinas’ (1969) idea of ethical subjectivity aswelcome and Nel Nodding’s (1984; 2002) research on ethics and care, this paper is driven bycuriosity of how the notions of hospitality and care can help to envision and embody moreresponsible pedagogies. I use the idea of hospitable pedagogies to draw focus on host-guestrelations in teaching and learning. These two philosophers, Levinas and Noddings, approachethics as relational – as something that takes place in relations between ourselves. Whileacknowledging the fundamental role of ‘I’ in ethical encounters, they seem to agree thatwelcoming and care cannot be treated as projects of an individual subject – or of an individualteacher. Instead, responsibility takes always place in an intersubjective relation with the other.

Hospitality and pedagogy have been previously brought together, for instance, intheological education, international relations and indigenous studies. In these discussions, thenotion of hospitality is connected to the issue of giving and welcoming the gifts of knowledge.By joining these streams of thoughts, can help to reflect how different ways of knowing andbeing can be welcomed through more hospitable approaches in teaching. The main purpose ofthis paper in the making, is to engage in a discussion about possibilities and challenges ofmobilizing the roles of hosts and guests in our classrooms.