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Critically examines challenges in curriculum conception, design, and enactment in relation to the effects of the discourses of 21st century learning, particularly in the context of Aotearoa New Zealand. Draws on research to examine the knowledge versus skills debate in the high autonomy context of curriculum making in educational settings in New Zealand.

Examines the opportunities and challenges of teaching and learning in twenty-first century classrooms and centres. Addresses superdiversity that is increasingly characteristic of schools and centres, the impact and use of digital pedagogies, innovative learning environments and formal inquiry-based teaching practices. Draws on world leading research and development work carried out with teachers in authentic learning contexts and considers, in particular, the question of what works best for whom and in what circumstances?

Examines the opportunities and challenges of teaching and learning in twenty-first century classrooms and centres. Addresses superdiversity that is increasingly characteristic of schools and centres, the impact and use of digital pedagogies, innovative learning environments and formal inquiry-based teaching practices. Draws on world leading research and development work carried out with teachers in authentic learning contexts and considers, in particular, the question of what works best for whom and in what circumstances?

Examines the opportunities and challenges of teaching and learning in twenty-first century classrooms and centres. Addresses superdiversity that is increasingly characteristic of schools and centres, the impact and use of digital pedagogies, innovative learning environments and formal inquiry-based teaching practices. Draws on world leading research and development work carried out with teachers in authentic learning contexts and considers, in particular, the question of what works best for whom and in what circumstances?