Abstract
Contemporary educational issues are abundant and diverse. These issues include claims and counter-claims, debates and questions about matters ranging from national curricula (Oates, 2011; Tani, 2011) and standardised assessment of students’ learning (Au, 2009; Richards, Vining, & Weimer, 2010) to parental involvement in school governance (Addi-Raccah & Ronit, 2009; Blackmore & Hutchison, 2010) and government funding of public education (Tandberg, 2010; White & Friendly, 2012) to the empowerment of so-called marginalised communities (Chilisa & Ntseane, 2010; Morton & Montgomery, 2012) and the ethics and politics of education research (Sikes & Piper, 2010; Basit, 2013).