This article addresses the problem of "education for all," and offers a research proposal that replaces procedural learning by a learning practice whereby all are engaged. Although educational research since 1990 of dialogical learning (DL) and collaborative learning (CL) have shown that it is possible to promote the learning practices…

Recent scholarship in professional development (PD) has advocated for solid conceptual frameworks and understanding of the complex process involved in how language educators may continue to develop and fulfil the current challenging teaching demands. However, specific relationships underlying departmental cultures and how language educators relate…

The Third Space (Bhabha, 2004) represents non-traditional roles, processes, relationships, and spaces in which individuals work and have impact. This article presents qualitative research into 13 different curriculum co-creation initiatives at five Scottish universities and analyses the forms of Third Space that emerge. The findings highlight that…

The metaphor of talking "over the fence" underscores the neutrality of tools. Shovels and hoes do the job, but the gardener creates the transformation of earth to food. Each garden requires a unique approach. Such are the tools of education for sustainable development (ESD). Pre-packaged textbooks and toolkits provide definitions and…

The phrase "Education 3.0" is used to signal a complex and still-evolving paradigm shift from the traditional schooling models of the 19th and 20th centuries (Education 1.0), via an intensified focus on teachers' and school leaders' accountabilities in relation to students' learning (Education 2.0), towards a more holistic model of…

This conversational report uses student voice as data to determine whether the culture of urban sixth graders is being acknowledged and valued in the curriculum. While culturally responsive teaching has been touted by scholars as an important aspect of multicultural education and curriculum reform for at least a decade, students have seldom been…

The article grapples with the question of how much curriculum change is appropriate in a given context and in a given time frame. How can a balance be struck between stagnation, on the one hand, and the promotion of unrealistic innovation on the other? In answer to this dilemma, the concept of a zone of feasible innovation (ZFI) is proposed and…

The author examines the tenets, historical antecedents, and implications of the current art education theory of "planned eclecticism," which encourages relatively free curriculum content choices, subject only to the psychosocial context of the school. He questions the theory's dependence on sociological theories and scientific…

Captures the complexity of incorporating new technologies in an advanced foreign language course. Describes the activity in which participants engaged to acquire cultural knowledge through use of the Internet. Examines how the instructional context advanced learning. Findings suggest learning can be assisted by computers when this use is supported…

The basic point to be considered in establishing a curriculum for elementary and secondary schools in the arid areas of the world is relevancy. Usually, the educational system of an area reflects the dominant culture of the political power in control. However, the educational system of the dominant culture might not be relevant to the people of…

Maintains that political socialization research was popular in the 1960s and 1970s. Contends that most psychologists today argue for a theory of development and education that focuses on the individual's construction of knowledge. Reviews research on learning and concept development. (CFR)