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ERIC Number: EJ1163191
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
ISSN: EISSN-1474-8479
From Why to Why Not? The Conundrum of Including Learners' Perspectives: A Response to This Special Issue
Hayward, Louise
London Review of Education, v11 n2 p184-189 2013
This commentary explores the conundrum of why learners are not routinely involved in decisions about their own learning. It suggests that engaging learners in their own learning and in the development of education systems is central to the improvement of education. Given the evidence from this Special Issue that all learners have the potential to engage fully in education systems and processes, the commentary concludes that the question why involve learners should change to ask questions of those who do not involve learners as a matter of course in educational decisions that impact on both the individual and society.
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Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A