Resumen de Context as solution: a step too far?
Few would argue with the notion that teachers and educators should take much greater account of local context in their approach to teaching and learning. However, Ur�s article seems to take this position to an unworkable extreme, looking to features of context to serve as the chief drivers of teachers� pedagogy. This response seeks to counter some key assertions within Ur�s argument and expose dangers in its implications for practice.
