Contexts, Cultures, Learning: Contemporary Understandings

This paper addresses the general significance of the collection. It briefly and broadly traces the relation of the project's theoretical concerns to its purposes and its positioned nature. These concerns and this positioning are connected with tendencies in contemporary thought in social science theory and in research philosophy. The project's contribution to an understanding of a specific context of education is explored, as well as the contribution to researching any context of education. Research relations are examined in relation to the project's theoretical grounding while specific contributions are identified for the particular significance of their contribution to the field of education studies.