Curating Learning Journeys emerges from the quest to recover and reclaim fundamental skills central to academic work and study—such as writing and storytelling—beyond their instrumental and logistical uses, reconnecting us with their creative and communal potential. The chapter, ‘living, writing, learning’, invites us to turn inwards and attune to the richness of the personal and professional archives we carry within ourselves. I locate writing in deep relationality with others and with other practices. I situate learning in plural sites and sensibilities—beyond the familiar aesthetics of disciplinary knowledge practices, opening onto multiple ways of knowing. I contextualize writing-based reflection as a process-oriented, rather than outcome-driven, transformational device both in the IR classroom and as a method of sense-making.