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and citizenship education, literacy education, inquiry curriculum and multiliteracies
pedagogy. Her research is underpinned by sociological concepts and theories for
research and analysis such as cogenerativity, ethics of responsibility, dialogic
exchange, agentive pedagogy and communities of practice. Linda’s research aims to
bridge traditional theory-practice divides by exploring how effective sustainable
educational partnerships that include universities, schools, parents, researchers,
teacher educators and policymakers may be realised.
Sally Windsor is a senior lecturer in the Department of Pedagogical, Curricular
and Professional Studies at the University of Gothenburg, Sweden. She is currently
teaching in the education for sustainable development area and researching school
sustainability initiatives. Previously working in the Graduate School of Education at
the University of Melbourne, Sally was the professional practice coordinator and
taught educational sociology, psychology, humanities and Indigenous education.
Her research focused on practicum experiences as part of a team investigating col-
laborative professional conversations and the use of descriptive observation tools in
preservice teacher professional experience. Before becoming a teacher educator,
Sally taught geography, humanities, sustainability and English with a focus on the
middle years in both Australia and Sweden. Her doctoral research looked at federal
policy and subsequent initiatives for teacher recruitment and preparation that spe-
cifically claimed to address the need for higher teacher quality in ‘disadvantaged’
schools.
About the Authors