ABSTRACT
Three distinct but related tasks are the focus of this chapter. First, the substance of the inquiry is revisited in the light of analysis and argument in Chapter 1. Second, due to the complexity of practice; the ambiguity of child-centred ideology in its implications for classroom actions; and the dialogical relationship between ideology, policy, intentions and actions, the problem is matched with an appropriately complex research design for its investigation. Third, because of the importance of context for shaping progressive practice, a brief contextualization of the problem is provided by identifying the contours of primary education in Ireland.
