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      Teachers and Curriculum, Volume 14, 2014: Editorial

      Ussher, William (Bill) Grant; Petrie, Kirsten Culhane
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      87-310-1-PB Editorial.pdf
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      DOI
       10.15663/tandc.v14i1.87
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      Ussher, W. (Bill) G., & Petrie, K. C. (2014). Teachers and Curriculum, Volume 14, 2014: Editorial. Teachers and Curriculum, 14, 1–2. http://doi.org/10.15663/tandc.v14i1.87
      Permanent Research Commons link: https://hdl.handle.net/10289/9206
      Abstract
      In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these binary ways of this thinking by providing a forum for both practitioner and academic contributions.
      Date
      2014
      Type
      Journal Article
      Publisher
      The Wilf Malcolm Institute of Educational Research, University of Waikato
      Rights
      This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0

      International License.
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      • Education Papers [1385]
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