The idea of a ‘knowledge society’ has become an important and contested term in debates about educational reform around the globe (e.g. UNESCO 2005, OECD, 2000; DFES, 2004). Central to these debates is the notion that the increased complexity, diversity, uncertainty and insecurity brought about by the amplified flow of people and information in a globalising world raise significant and specific issues for education (Delanty, 2003; Hargreaves, 2003; Gilbert, 2005). This paper recognises the significance of these issues in education while affirming the need to equip educators to engage, participate and find their own voices in these debates. With this intent, we present a case study of the use of four pedagogical tools designed to promote dialogue amongst educators exploring some of the key ideas around issues related to education and globalisation in educational contexts. The concept of ‘pedagogical tools’ is used to talk about stimuli for reflection that are not presented as ultimate ‘solutions’. These pedagogical tools were designed with the following aims: - to enable educators to engage with a level of complexity in the debate where different perspectives are contemplated - to address the interface between mainstream and emergent thinking, making connections with pedagogical practices - to affirm their partial and limited nature (i.e. the fact that they are also presenting a ‘perspective’) and to invite critical dialogue – encouraging educators to engage critically with the tool itself vis a vis their personal and professional contexts - to encourage educators to ‘think otherwise’ (beyond what is presented in the tool itself) These tools have been used in educational contexts in the UK, Ireland, Brazil, New Zealand and other countries to promote dialogue and critical enquiry around the shifting conceptualisation of knowledge and role of education in technology and information rich ‘globalising’ contexts.

The case study presented in this project is based on preliminary data collected in interviews and focus groups in an in-service teacher education course in the UK context. This case study was developed as part of an international research project investigating learners’ shifts in ways of knowing (i.e. epistemological shifts) in teacher education courses with this specific intent.

This case study explores significant factors which tend to confirm theoretical predictions in this area, such as the centrality of cognitive dissonance, engagement with multiple lenses and reflexivity.