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Editorial

Editorial: excavating ‘meaningful differences’ in Asia-Pacific teacher education research

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References

  • Biesta, G. (2018). Interrupting the politics of learning, changing the discourse of education. In K. Illeris (Ed.), Contemporary theories of learning. Learning theorists … in their own words. (Second revised ed., pp. 243–259). Routledge. https://doi.org/10.4324/9781315147277-18
  • Hopmann, S. (2015). ‘Didaktik meets curriculum’ revisited: Historical encounters, systematic experience, empirical limits. Nordic Journal of Studies in Educational Policy, 1(1), 14–21. https://doi.org/10.3402/nstep.v1.27007
  • Komatsu, H., & Rappleye, J. (2017). A PISA paradox? An alternative theory of learning as a possible solution for variations in PISA scores. Comparative Education Review, 61(2), 269–297. https://doi.org/10.1086/690809
  • Komatsu, H., Rappleye, J., & Silova, I. (2021). Student-centered learning and sustainability: Solution or problem? Comparative Education Review, 65(1), 6–33. https://doi.org/10.1086/711829
  • Takayama, K., Kettle, M., Heimans, S., & Biesta, G. (2022). Taking “Asia-Pacific” seriously: Some uncomfortable questions about editing APJTE. Asia-Pacific Journal of Teacher Education, 50(1), 425–437. https://doi.org/10.1080/1359866X.2022.2138039
  • Thaman, K. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of Polynesian Society, 106(2), 119–130.
  • Thaman, K. (2019). Learning to think in the language of strangers: Indigenous education in a colonized and globalized Pacific. International Journal of Human Rights Education, 3(1), 295–297. https://repository.usfca.edu/ijhre/vol3/iss1/8

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