ABSTRACT

In our hearts, we know that education must change, and words like transformation, reinventing, and reimagining inspire hope that we will finally break free of the inertia that has restricted us to attaining incremental adjustments. Yet seasoned educators have seen education ‘revolutions’ come and go, along with claims that we finally had the transformation elixir-only to find that it was not nearly potent enough for the system-wide makeover that is required. The very scope of the changes that are essential for a makeover can be daunting. We also know that there are competing agendas for modifying education. Identifying a clear vision that is shared broadly by all stakeholders is essential in order to define the way forward. Ultimately, we must understand how to manage and sustain the change we desire. Amazingly, these once formidable barriers are practically dissolving as previously isolated, small-scale innovations are gaining traction and credibility. We now have unprecedented capacity to create learning networks that accelerate knowledge creation and inform our practice. I concur with Fullan (2013) that we collectively have the momentum and knowledge that leads to a sustainable and unsurpassed transformation of education. This is hugely significant. It means, as Fullan and Scott (2014) point out, we are witnessing the positive evolution of learning that has planetary magnitude.