Editorial

Sue Erica Smith; Tess McPeake

doi:10.18793/lcj2019.25.01

Editorial

Sue Erica Smith, Tess McPeake

Research output: Contribution to journal › Editorial › peer-review

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Abstract

This Special Edition of Learning Communities Journal celebrates ten years of delivery of the Growing Our Own program and the robust partnership between the College of Education at CDU and the Catholic Education Office, NT. Each of the papers included in this edition elucidate various permutations of both-ways learning. The contributing academic authors critique their positionalities and pedagogical practices. Articles contained here also include graduate, undergraduate students, and school-based mentors who theorise their experiences as co-authors and first authors.

Original language	English
Pages (from-to)	2-6
Number of pages	5
Journal	Learning Communities: International Journal of Learning in Social contexts
Issue number	25
DOIs	https://doi.org/10.18793/lcj2019.25.01
Publication status	Published - Dec 2019

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title = "Editorial",

abstract = "This Special Edition of Learning Communities Journal celebrates ten years of delivery of the Growing Our Own program and the robust partnership between the College of Education at CDU and the Catholic Education Office, NT. Each of the papers included in this edition elucidate various permutations of both-ways learning. The contributing academic authors critique their positionalities and pedagogical practices. Articles contained here also include graduate, undergraduate students, and school-based mentors who theorise their experiences as co-authors and first authors.",

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AB - This Special Edition of Learning Communities Journal celebrates ten years of delivery of the Growing Our Own program and the robust partnership between the College of Education at CDU and the Catholic Education Office, NT. Each of the papers included in this edition elucidate various permutations of both-ways learning. The contributing academic authors critique their positionalities and pedagogical practices. Articles contained here also include graduate, undergraduate students, and school-based mentors who theorise their experiences as co-authors and first authors.

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Editorial

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