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Article Title

Editorial Introduction

Abstract

It gives me particular pleasure to introduce this special issue by members of the Developing Inquiring Communities in Education Project (DICEP). For eight years, while I was at the Ontario Institute for Studies in Education/University of Toronto, I was a member of DICEP, and even now I still continue my participation - from a distance. Without any doubt, DICEP has been the major influence on the work I have been doing during the last decade.

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