A semi common discussion has become whether and to what extent education can continue by relying on models for delivery developed largely during the beginning of the industrial revolution (Attwell, 2009; Putnam, 2009). The Future(s) of Education project uses networked participatory action research as a foundational mechanism through which to discuss ideas about change in education. With an eye to whether and to what extent disruptive innovations may develop, participants discuss, "What is it that our children need to thrive in the world they will inherit? A world we cannot imagine?" At the end of year one, the Future(s) project found that participant conversations focused on school or no school, external or internal reference of control as one of the key issues. This lead to the final conclusion that before education can be redesigned, participants and stakeholders need to discuss how much and under what conditions should students be allowed to contribute or control the content of what they learn and the process through which they learn it. Building on the first year's findings, presented in Vienna at ECER 2009, the Future(s) project went into its second year focused on increased investigation into issues of student voice in the design of content and process in education, intercultural issues and inlcusion (James, 2009). The purpose of this study is to report on the progress and challenges of the international community interacting on the Future(s) url discussing those issues. The scope of the project includes all participants on the site and in the social network. Findings and conclusions will be reported as well as challenges faced and proposed next steps. The limitations of this study are that it is confined to one project, and its network partners yet it contributes to the innovation within education as it allows the grassroots international community to have a voice.

These second year findings rely on primarily qualitative mixed methodology with qualitative data undergoing open and selective coding for the purpose of analysis (Creswell, 2003: Strauss & Corbin, 1998). Data sources include: website surveys, written material submitted to the site for publication, discussion forums, and social network groups as well as weblogs and website analytics. First, these data are reorganized into the the three steps of participatory action research (discovery, measurable action and reflection) and then coded for congruent topics across international sites. At the time of this proposal, key sites appear to be emerging in India, south Florida and Portugal with youth voice being relied on by all participant organizers and hosts.

Findings and conclusions will be reported as well as challenges faced and proposed next steps. Since this is an international participatory process we cannot hope, by December 2009 to be able to uncover what year end findings will include but several trends seem to be emerging. These include: 1) video as a means of expression. 2) the importance of youth voice describing what they want to see in education, 3) the importance of other international networks whose work influences discussion at the Future(s) project, and 4) the interest from participants to include intercultural issues in the discussion. The limitations of this study are that it is confined to one project and its network partners At the same time, it contributes to the innovation within education as it allows the grassroots international community to have a voice.