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Although teachers are central stakeholders in partnership work, they often find themselves positioned as outsiders within the partnership. While there has been much research around teacher-researcher partnerships, specifically focusing on engagement challenges in partnership work, there is less research on the ways in which partners mitigate those challenges. This study explores the practices one teacher-researcher partnership engaged in to disrupt traditional roles and support collective learning experiences that created spaces to critically think and imagine, negotiate knowledge and meaning, and develop a trusting and humanizing relationship. Through an exploration of our practices of expanding political identities and scaling up, I provide a foundation which other teacher-researcher partnerships could adopt and adapt to create reciprocal learning spaces.