If we want to treat learners as practitioners of learning, alongside
teachers as practitioners of teaching, and therefore capable of reaping the
developmental benefits of practitioner research, how can we best proceed?
For Allwright and Hanks the answer lies in Exploratory Practice – an
inclusive form of practitioner research developed largely in Rio de
Janeiro, Brazil, and in Lancaster, England, that enables both learners and
teachers to develop their own understandings of their learning and teaching