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      Configuring School and Community for Learning: the role of governance

      London Review of Education

      IOE Press

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          Abstract

          The argument of the paper proposes that learning grows out of motivation which depends upon recognising and valuing the distinctive qualities of each and the cultural traditions they embody. If learning expresses a journey between worlds, the challenge for the school is to create a learning community that brings together local and cosmopolitan in its pedagogic practices. This configuration of the school and its communities, by interconnecting the symbolic orders of each, creates the conditions for relevance, motivation and learning. Excellent teachers have always sought, as a defining principle of their individual practice, to relate activities within their classroom to the interests of the child. But the argument being developed here proposes that this configuration is a strategic and systemic task for the governance of school as a whole institution.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 March 2004
          : 2
          : 1
          : 3-15
          Article
          1474-8460(20040301)2:1L.3;1- s1.phd /ioep/clre/2004/00000002/00000001/art00001
          10.1080/1474846042000177447
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          London Review of Education
          Volume 2, Issue 1

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