Nathalie's experience of becoming a teacher demonstrates how a counter-narrative contributes to negotiating dominant discourses that propagate stories of uniformity and reinforce the status quo within the teaching profession. By offering an alternate perspective of teacher culture as a liminal space, uncertainty symbolizes Nathalie's transition to…

The current internationalisation agenda in UK higher education (HE) is still seen as most relevant to those university departments involved in international student recruitment and support. This approach has been influenced by the dominant "deficit" discourses from earlier decades, which emphasise the need for international students to…

This paper presents a theoretical critique of citizenship education in England and Wales, as a means of raising pedagogical considerations for teachers, and policy issues for curriculum makers and planners. Drawing on a range of recent empirical studies, we construct an analysis of practice and suggest that differences between dominant models of…

We evolved coteaching and cogenerative dialoguing to respond to the need of teachers inexperienced in one or another aspect of teaching to learn to teach at the elbow of another. As our praxis of coteaching and cogenerative dialoguing unfolded, we developed a theoretical framework. In this article, we present some core theoretical ideas that go…

This paper discusses a combined university-school research project involving three associate teachers from the pre-service teacher education degree at the University of Otago, New Zealand in the examination of their literacy teaching practice. The provision of resources for this collaborative study allowed the teachers to design the project in…