ABSTRACT
One of the most complex questions in education is what one considers to be in children’s best interest. The introductory article to this special issue ‘Education for All as Praxis’, quotes one of the most important principles behind the UN Convention on the Rights of the Child: ‘the principle that the best interests of the child must guide any decision taken in connection with the education of children’. What is in the best interest of children is always connected to values and ideals with regard to what is considered to be good education (Biesta 2007). It seems obvious that teachers will have their own ideas about what constitutes good education and accordingly will express these in their relationships with their pupils.
