Chapter 9: And So...?

Given the relative novelty of research presented in the previous chapters, it is not surprising that discussions of implications for classroom action are limited and underdeveloped. As well, when and where applications of emergent insights are evident, they are often perceived to be in conflict with entrenched structures of curriculum and expectations of schooling. Against this backdrop, I represent some teachers’ insights around the sorts of issues raised in this book. Speaking as an educational researcher and teacher educator who has worked with practitioners for a decade around these matters, I also discuss how issues and topics might be framed for prospective and practicing teachers.