Springer Pedagogy, Education, and Praxis in Critical Times

This book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced. Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.  From the Back Cover This book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced. Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.  About the Author Christine Edwards-Groves is Associate Professor (Literacy Studies) at Charles Sturt University, Australia. She is a literacy educator researching classroom interaction and dialogic pedagogies, professional learning through action research and middle leading practices; and is especially interested in practice theory. She is a member of the international Pedagogy Education and Praxis (PEP) research network. Christine was chief investigator for the inaugural national Primary English Teachers Association Australia (PETAA) research grant studying dialogic pedagogies for literacy learning across the primary school. Susanne Francisco is a lecturer in the School of Education, Charles Sturt University. She has been involved in supporting learning in organisations, schools, vocational colleges, and universities. Her research focus is in the areas of professional learning, workbased learning, Adult and Vocational Education, and mentoring. She is particularly interested in practice theory. Mervi Kaukko is an Associate Professor (multicultural education) in Tampere University, Finland, and an adjunct fellow at Monash