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      From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue

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            Abstract

            This commentary explores the conundrum of why learners are not routinely involved in decisions about their own learning. It suggests that engaging learners in their own learning and in the development of education systems is central to the improvement of education. Given the evidence from this Special Issue that all learners have the potential to engage fully in education systems and processes, the commentary concludes that the question why involve learners should change to ask questions of those who do not involve learners as a matter of course in educational decisions that impact on both the individual and society.

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            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2013
            : 11
            : 2
            : 184-189
            Article
            1474-8460(20130701)11:2L.184;1- s9.phd /ioep/clre/2013/00000011/00000002/art00009
            10.1080/14748460.2013.799814
            ec62a9c2-a4c0-40ae-8793-09421f0a09c6
            Copyright @ 2013
            History
            Categories
            Commentaries

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            CONSULTATION,PEER ASSESSMENT,SELF-ASSESSMENT,EDUCATIONAL IMPROVEMENT,LEARNER PARTICIPATION

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