Taking “Asia Pacific” seriously: some uncomfortable questions about editing APJTE

such as OECD, UNESCO, World Bank and Asia Development Bank as well as other major international donors (Australia, China, Japan, New Zealand, South Korea) and the regionally based strategic moves that Pacific island nations have taken in their relationship with international development “partners.” All this suggests that transnational policy actors intersect with teacher education reform; it is important, however, to investigate how their policies are resisted and recontex-tualized, and where the regionally based networks of educators and schools experimenting with bottom-up teacher education reform are emerging. We seek manuscripts that docu-ment, interrogate, and theorise these top-down and bottom-up teacher education initiatives.