ABSTRACT
The introduction presents an overview of key concepts that are discussed in the subsequent chapters of this book. The book considers the implications of educational trends and movements through a variety of philosophical lenses. It brings philosophers, both past and contemporary, onto the educational stage to ask philosophical questions and carry out philosophical analyses of educational policy and practice. By playing to the interests, experience and strengths of staff, the programme has evolved to include studies of education in a wide variety of settings and explores enduring and contemporary themes. Melanie Parker's selection emerges from her education and community work with historically 'oppressed' groups including disabled people, refugees and asylum seekers, and people who are materially poor. Ken Gale emerged from his ever-present activist tendencies. Joanna Hayne's is shaped by her studies in philosophy and her interest in the theory and practice of philosophy with children.
