ABSTRACT
This chapter explores complex concept of pedagogy, highlighting the uncertainty around the associated terminology and its numerous interpretations. It is very much about promoting and informing democracy in education and the broader society. In that sense it joins forces with notions of critical pedagogy and the promotion of critical agents and the idea that all issues can and should be viewed from a variety of perspectives. Unfortunately, often ignored and misunderstood by many educationalists and their respective communities of practice, pedagogy and its place in transformational agenda of education is too often lost. Pedagogy is to mean different things to different people, with teachers, researchers and policy makers approaching the notion of pedagogy from very different perspectives and conceptual standings. The value of such a definition is the dynamism of the process, the expectation that it will be constantly reworked by learner and teacher in practice.
