We examine the learning of children, adults, communities and organisations. We see all learning as arising out of meaningful, situated processes that in many cases are centred on bodies of disciplinary knowledge, such as in science and mathematics, or music and geography. Yet we also problematise what it means to talk about learners and their learning, as well as teachers and teaching, in a more global, connected world.
For instance, in Learning Inquiry we ask questions like:
To answer these kinds of questions we draw upon a range of disciplines, perspectives and settings that include more informal contexts. Our aim always is to link what we can find out through our research to those communities who would benefit from this knowledge. We aim to transform our understandings of learning, and in doing so, transform lives.