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16 P. OSBORNE and changes in employment contracts were an unfortunate context. Bringing staff together for the first time since these events provided an opportunity for frustrations to be expressed which were not in fact to do with the ESD agenda. However, the nature of tackling such an agenda over a prolonged period of time means that it is not happening in isolation or in perfect circumstances and such situations have to be managed. Had colleagues not completed the questionnaires before leaving the session, it would have seemed that very few were addressing ESD in their curriculum.

Given this, he recommends a move towards a participatory world view, in which the political, epistemological, ecological and spiritual dimensions of participation encourage new ways of thinking and new forms of practice. Approaches such as co-operative inquiry encourage us to develop equitable and sustainable relationships as we work together and formulate practical solutions to address common concerns (Reason and Bradbury 2001). 1) explains, co-operative inquiry: involves two or more people researching a topic through their own experience of it, using a series of cycles in which they move between this experience and reflecting together on it.

2: Consider the team you work with—is co-operative inquiry an approach you could use to develop yourselves, your practice and your curriculum? How would you encourage this and what would be your first steps? BECOMING A SUSTAINABLE COMMUNITY OF PRACTICE A workshop on the co-operative inquiry process following our initial meeting helped us get started. Time is always a concern when taking on any new initiative, and Chris found the workshop: helped me to focus on the possibilities of our project and the worthwhile nature of keeping up with the reflections.

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