ABSTRACT
Approaching this volume may have been motivated by a desire to fulfil an assignment as part of your professional studies or to increase your professional knowledge about the complex world of children and their learning. In the Preface we suggested that regardless of your aims, the volume would expose views intended to take the reader beyond known cultural, ethical and geographical boundaries and to explore contemporary practice in action. We sincerely hope this has been achieved and you have been informed and challenged by the chapters and by the carefully constructed provocations from the volume editors; they have worked tirelessly to shape what can be described as a professional invitation to examine existing practice, explore new philosophies and re-imagine practice.
