ABSTRACT
Figure 13.1 identifi es Contexts for learning as the fi rst section of the model. These contexts for children’s learning include the macro Political and social contexts as discussed in the chapters by Penn and Nyland. Penn contrasted the political and social contexts of Euro-North American and non Euro-American communities while Nyland discussed the United Nations Convention on the Rights of the Child (UNCRoC) as a policy context for participatory learning. Contexts for learning also include micro contexts that refl ect Perspectives of teachers. In this model, we refer to teacher perspectives as values and beliefs. The focus on teachers’ perspectives as a theme is evident in a number of chapters. Teachers’ values for democratic participation and inclusion were described in the chapters written by Emilson and Johansson, as well as by Johansson. Teacher beliefs were referred to in Brownlee and Berthelsen’s chapter as beliefs about learning and knowing (epistemological beliefs), while Duncan’s chapter related to general pedagogical beliefs. The model shows, through the use of bi-directional arrows, that macro and micro contexts may interact to infl uence the enactment of pedagogy for participatory learning (the second section of the model). For example, a teacher’s perspective (beliefs) on the nature of participatory learning may infl uence their perception of how policies should be implemented, and conversely the political landscape may impact on teacher’s views about participatory learning.
