Education can sometimes be seen as something that only happens in formal settings and teachers as those that work with children and young people. In this issue, we hear from researchers working across diverse spaces and places of learning. Studies explore experiences of learners at home, university, teacher education and schools with spaces outdoor, indoor and online. This issue brings together people from the polar north to the equator and beyond where common themes run throughout about the importance of valuing diversity whichever space we work in and learning from others.
Crossing boundaries is a purposeful move to challenge actual or perceived boundaries between and within teachers, who they teach, where they teach and how they teach. Over the past year, in particular, we have all had to communicate in different ways with both known and new colleagues at a distance. Yet through this difficult situation there is a clear and positive realisation that opening up time and space, crossing boundaries, to share our stories is an important part of re-imagining what education might be and who educators are. Looking beyond opens up new thinking, re-thinking our own histories and experiences.
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Published in Volume 28(2) Crossing Boundaries and Valuing Diversity,