1 Transforming educational knowledge through making explicit the embodied knowledge of educators for the public good. Jacqueline Delong, Brock University, Ontario, Canada Jack Whitehead, Liverpool Hope University, UK. A paper presented at the 2011 American Educational Research Association Conference in New Orleans, USA, 9 th April 2011. Abstract This paper focuses on making explicit the embodied knowledge of educators using a living theory methodology and inciting the social imagination to create educational research for the public good. Using evidence from international contexts, the meanings of the energy-flowing values that educators use to explain their educational influences in their own learning and in the learning of others, are becoming more explicit. The evidence includes the living educational theories of professional educators, educational leaders and students as they study their practice in improving practice and creating cultures of inquiry. The authors study their practice in their own contexts building on learning from each other and from critiques of AERA presentations in improving the interpretation of multimedia data to represent and generate knowledge. Visual narratives are used to bring practitioner knowledges into the Academy with living standards of judgment. INTRODUCTION Based on critique of the use of multi-media in last year’s paper (Delong, 2010a), further explanation is required to explain the meanings of the knowledge represented and created through the interpretation of videoclips. At the S-STEP session, ‘Seeking Democracy through Self-Study’ at the 2010 AERA, the discussant, Nathan Brubaker, gave useful criticism on three themes: Pedagogical Practice, Transformation and Community. On Pedagogical practice, he asked, What is actually going on in these classrooms, in this community? On Transformation, he asked, What is the actual evidence to support claims of transformation [in creating a better world, in social justice]? On Community, he challenged us, While maintaining our safe environment, are we broadening our community? Nathan Brubaker’s (2010) discussant comments suggest the need for a strengthening of issues of validity in relation to explanations of educational influence that included multi-media representations.