Pedagogy, Education, and Praxis in Critical Times

1 Introduction.- 2 What is educational praxis?.- 3 Cultural, social, political and material conditions for praxis and praxis development.- 4 What research approaches facilitate praxis and praxis development in different (inter)national contexts?.- 5 Bildung, education and the professional practice of teaching.- 6 The extended professional and the practice of leading.- 7 Collaborative professional learning for changing educational practices.- 8 Conclusion.

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 University, Australia. Mervi's research has three primary focus areas: refugee studies, intercultural/global education and practice theories. Mervi has conducted participatory action research with unaccompanied asylum-seeking girls in Finland, focusing on children's participation during the asylum process, and with teacher students and young asylum seekers in Finland, focusing on the development of intercultural competence among the pre-service teachers. At the moment, Mervi's two main research projects investigate the practice architectures of multicultural learning environments in Finland, and the relational wellbeing of refugee youth in Finland, Norway and the UK. Mervi is also involved in a longitudinal research study exploring asylum seeking students' experiences in higher education in Australia.

Stephen Kemmis is Professor