ABSTRACT
This part conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters. The part discusses a question of balance; between presenting learners with canonical knowledge, to providing space for integration and reflection; between operating under the auspices of the state to providing sites of resistance. It considers what the combined contributions must say about how educators, policy makers, researchers and students can take purposeful action to create the conditions in which transgression can occur. The part explains more radical approaches which may not explicitly seek balance and where transgression is at the heart of a re-distribution of power in society, a counter-hegemonic act and a means to resist domination. It is apparent that transgressive education is a crucial part of the education ecology within the societies. It is part of the push and pull, forming a dynamic stability.
