ABSTRACT
This analysis has so far taken a quite broad, and largely conceptual and theoretical view of LCE. This has involved pinning down what learner-centredness means from a disparate, shifting and often vague range of definers. I have argued that learner-centred practice represents a set of concepts which can be expressed as continua, rather than a single absolute. This reframes the original question regarding the extent to which LCE is a sound and viable choice for policy and practice in the developing world. It starts to look more like: which aspects of LCE are sound and viable choices, and to what degree? And who should decide? These questions are particularly salient in the light of how contextual factors have been shown in the previous chapter to have the power to shape the take-up, potential and nature of LCE in different situations.
