Abstract
Living citizenship emerging from reflection on an international educational partnership makes a unique contribution to the field and importantly fulfils the British Educational Research Association aim of improving educational practice for the public benefit. This paper explores the conceptual framework of ‘living citizenship’ as a means for developing international continuing professional development through action research projects. Adapting Whitehead’s living educational theory approach to action research, living citizenship supports and problematises international educational partnerships through the influence of enabling participants as critically active citizens. Such pro-active fieldwork links the values and objectives of social justice and knowledge exchange to proffering educational change within authentic international continuing professional development professional learning environments.
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