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By: (Edited by) Jane Wilkinson , (Edited by) Laurette Bristol , (Edited by) Petra Ponte
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This book examines issues concerning professional development, professional learning, and the ‘Education for All’ (EfA) ethos. It explores the consequences for the education profession of EfA, examines how EfA practices intersect with theoretical notions of EfA, and explores how this intersection of theory and practice is rooted in different traditions and contexts. Chapters highlight the tensions, opportunities, and power relationships associated with professional development, providing a resource for learning about good educational practice, authentic social justice practice, and professional learning. This book was published as a special issue of Professional Development in Education.
This edited collection presents several research projects which examine issues concerning professional development, professional learning, and the ‘Education for All’ (EfA) ethos. The overall aim of the book is threefold: firstly, to explore the consequences for the education profession of EfA, and how professional development and professional learning may be made manifest as part of an EfA practice. Secondly, to examine how EfA practices intersect with theoretical notions of EfA. Finally, to explore how this intersection of theory and practice is rooted in different (Anglo-American, Continental and Northern European) traditions and contexts, and their implications for professional development and learning in education.
Underpinning these three foci is a key principle of education as a human right in terms of participation, information and capacity building, regardless of people’s ethnic, cultural and religious backgrounds and/or physical and intellectual capacities. This book illustrates the complex conditions created in the nexus of social justice, EfA and professional development. The contributions highlight the educative nature of multi-relationships. In so doing, tensions, opportunities for learning, and the power relationships associated with professional development emerge, providing a resource for learning about good educational practice, authentic social justice practice, and genuine professional learning. This book was originally published as a special issue of Professional Development in Education.
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