In the first article in this edition of International Review of Education the action research project presented by Isabel Bartau Rojas and Mariangeles de la Caba Collado examines social inclusion in the context of social disadvantage and dysfunctional families. Using a small sample, the authors address the attitudes and behaviour of parents and children in these families, and in so doing seek to reduce children’s learning and behavioural problems. While such change is likely to be a slow and long-term process, readers may reflect that the repetition and extension of the project to a larger population over a longer time span would be likely to throw even more light on the authors’ findings, on the change in child-parent dynamics as well as educational outcomes. Sheryl Feinstein and Lucas Mwahombela report on corporal punishment in Tanzanian schools. They find that despite its outlawing, many well-meaning and dedicated teachers believe that it is necessary. The belief persists that removing corporal punishment means removing all discipline from the classroom. The problem stems partly from Tanzania’s drive to enrol more students: class sizes rise to the extent that teachers may be responsible for between 50 and 90 pupils. There is a pressing need to recruit more teachers, who have to be trained to practise alternative strategies for classroom management. In addition, greater public awareness and education about corporal punishment has to be improved, and enforcement of the legislation has to be tightened-up. Thomas William Nielsen sets out to evaluate the successes and difficulties of a project which uses imagination and emotions as pedagogical tools in making learning more attractive and meaningful to First Nations communities in Canada. The author finds that working with imaginative education is inherently problematic because the affective domain has not been nurtured or encouraged in education. This, combined with LUCID’s additional ‘ingredient’ of cultural inclusion, means