Editorial introduction

1997 Superconductors Science and Technology  
The way we interact with educational contexts may vary depending on the historical, cultural and subjective elements of life that inform our situations. In speaking about the place where the cultural and the pedagogical meet, we are certainly talking about all forms of educational and social learning and teaching relationships, intersections, expectations and outcomes. In our understanding, how these relationships are defined, established and operationalized becomes the sine qua non of whether
more » ... qua non of whether the intersections and those subjects located at their meeting points benefit from the pedagogical project or not. As such, in this first issue of 2011, Cultural and Pedagogical Inquiry should continue to open novel spaces of research and analysis that do not just advance certain learning propositions, but also question the constructions of the projects themselves, and ways of achieving a more elevated understanding of the issues under consideration. It is with this in mind that the relevance of the cultural in teaching and learning assumes a prominent place in the descriptions, analysis and criticisms that inform the necessary conditions for active educational transactions that effectively respond to the needs of people in a given place at specific temporal realities. There was a time, not long ago, when culture was perceived as a non-critical dormant category of people's lives that should be separate from the educational, the political, the economic and the technological. It may be safe to say now that we are, at least in contemporary, informed educational research, beyond such simplistic assumptions. Culture, as some of us have argued in the last little while, informs and is ingrained in every life aspect that extends from the subjective, to the community, into the national and around the globe. It critically and quite comprehensively locates what learning programs we value, how we create them, and how these are activated for socialization, social well-being and overall life management. It is also the case that cultural platforms heavily inform the political, public institutions and the role of these institutions to adhere to both local and global ethics notations and practices that assure the rights of the public. And it is here where citizenship rights and responsibilities should constructively interact with educational and social development rights. As is usually understood, all education is citizenship education, with citizenship horizontally defining the lives of people. Indeed, as all education could be citizenship education, the larger proposition should be that life contexts are citizenship contexts, and it is in this expansiveness that citizenship rights and learning/teaching responsibilities would intersect. Needless to indicate with too much clarity that it would be such intersecting complexity of the two that would enhance the research curiosities that inform, it is worth repeating, the subjective, the community, the national and the global. As such, educational researchers should not only be tempted but must go to the centre as well as the unknown corners of their curiosities. As a component of the wider social sciences multidisciplinary platforms, education should be the most humanist of all the areas of socio-cultural
doi:10.1088/0953-2048/10/7a/001 fatcat:emtca2vavbagzm2vqhgpoghvw4