Validity through dialogue

Authors

  • Barbara Cambridge National Council of Teachers of English

DOI:

https://doi.org/10.20343/teachlearninqu.1.1.19

Keywords:

reflective openess, intermediary, stability, expert depth, fieldwide reach, hermeneutics, delibertive democracy, transformation

Abstract

Teaching & Learning Inquiry takes responsibility for engaging in what Senge (2006) calls “reflective openness,” encouraging a range of appropriate epistemologies to study teaching and learning. The journal, like its parent organization, embodies the role of “intermediary” through the practice of continual examination of ideas and the provisions of “stability, expert depth, and fieldwide reach” (Bacchetti & Ehrlich, 2006) for the Scholarship of Teaching and Learning.

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Author Biography

Barbara Cambridge, National Council of Teachers of English

Barbara Cambridge directs the Washington office of the National Council of Teachers of English (NCTE) and co-directs the Inter/National Coalition for Electronic Portfolio Research.

References

Bacchetti, R., & Ehrlich, T. (2006). Reconnecting education and foundations: Turning good intentions into educational capital. San Francisco, CA: Jossey-Bass.

Cambridge, B. (2007). ISSOTL as intermediary: ‘Stability, Depth, and Field-wide Reach. The International Commons. 2(2). p.1.

Senge, P. M. (2006). The Fifth discipline: The Art and practice of the learning organization. New York, NY : Currency/Doubleday.

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Published

2013-03-01

How to Cite

Cambridge, Barbara. 2013. “Validity through Dialogue”. Teaching and Learning Inquiry 1 (1):19-21. https://doi.org/10.20343/teachlearninqu.1.1.19.

Issue

Vol. 1 No. 1 (2013): Teaching & Learning Inquiry

Section

Articles