This is a book by educators, for educators. It grapples with the complexities, the humanity and the possibilities in education. In a climate of competing accountabilities and measurement mechanisms; corporate solutions to education ‘problems’; and narratives of ‘failing’ schools, ‘underperforming’ teachers and ‘disengaged’ students; this book asks ‘What matters?’ or ‘What should matter?’ in education.

Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world.

Flip the System Australia: What matters in education brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system.

This is a book by educators, for educators. It grapples with the complexities, the humanity and the possibilities in education. In a climate of competing accountabilities and measurement mechanisms; corporate solutions to education ‘problems’; and narratives of ‘failing’ schools, ‘underperforming’ teachers and ‘disengaged’ students; this book asks ‘What matters?’ or ‘What should matter?’ in education.

Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world.

Flip the System Australia: What matters in education brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system.

This book is a call to action for educators who seek to move beyond superficial learning and engage students in deeper, more meaningful thinking. At a time when education is dominated by standardisation and a crowded curriculum, this book champions a different path, prioritising student agency, curiosity, and thinking.

Grounded in the influential Cultures of Thinking™ approach developed by Dr. Ron Ritchhart from Project Zero at the Harvard Graduate School of Education, this book showcases real-life case studies from Australian classrooms where these principles have been successfully applied. It explores how teachers can develop students’ thinking dispositions, make thinking visible, and shape classroom cultures that foster engagement and intellectual growth. Editors Cameron Paterson and Simon Brooks, who have worked extensively with the Cultures of Thinking approach, bring together voices from across Australia, offering a rich tapestry of insights, strategies, and experiences. Through practical examples and compelling analysis, Cultivating Cultures of Thinking in Australian Schools provides educators with a concrete blueprint for transformative teaching.

This book is an essential read for teachers, school leaders, and education professionals who want to create vibrant learning environments that prepare students for the complexities of the modern world. It is a powerful resource for those seeking to move beyond traditional assessment-driven teaching and cultivate a culture where thinking and learning flourish.

This book is a call to action for educators who seek to move beyond superficial learning and engage students in deeper, more meaningful thinking. At a time when education is dominated by standardisation and a crowded curriculum, this book champions a different path, prioritising student agency, curiosity, and thinking.

Grounded in the influential Cultures of Thinking™ approach developed by Dr. Ron Ritchhart from Project Zero at the Harvard Graduate School of Education, this book showcases real-life case studies from Australian classrooms where these principles have been successfully applied. It explores how teachers can develop students’ thinking dispositions, make thinking visible, and shape classroom cultures that foster engagement and intellectual growth. Editors Cameron Paterson and Simon Brooks, who have worked extensively with the Cultures of Thinking approach, bring together voices from across Australia, offering a rich tapestry of insights, strategies, and experiences. Through practical examples and compelling analysis, Cultivating Cultures of Thinking in Australian Schools provides educators with a concrete blueprint for transformative teaching.

This book is an essential read for teachers, school leaders, and education professionals who want to create vibrant learning environments that prepare students for the complexities of the modern world. It is a powerful resource for those seeking to move beyond traditional assessment-driven teaching and cultivate a culture where thinking and learning flourish.

This is a book by educators, for educators. It grapples with the complexities, the humanity and the possibilities in education. In a climate of competing accountabilities and measurement mechanisms; corporate solutions to education ‘problems’; and narratives of ‘failing’ schools, ‘underperforming’ teachers and ‘disengaged’ students; this book asks ‘What matters?’ or ‘What should matter?’ in education.

Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world.

Flip the System Australia: What matters in education brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system.

This is a book by educators, for educators. It grapples with the complexities, the humanity and the possibilities in education. In a climate of competing accountabilities and measurement mechanisms; corporate solutions to education ‘problems’; and narratives of ‘failing’ schools, ‘underperforming’ teachers and ‘disengaged’ students; this book asks ‘What matters?’ or ‘What should matter?’ in education.

Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world.

Flip the System Australia: What matters in education brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system.

This book is a call to action for educators who seek to move beyond superficial learning and engage students in deeper, more meaningful thinking. At a time when education is dominated by standardisation and a crowded curriculum, this book champions a different path, prioritising student agency, curiosity, and thinking.

Grounded in the influential Cultures of Thinking™ approach developed by Dr. Ron Ritchhart from Project Zero at the Harvard Graduate School of Education, this book showcases real-life case studies from Australian classrooms where these principles have been successfully applied. It explores how teachers can develop students’ thinking dispositions, make thinking visible, and shape classroom cultures that foster engagement and intellectual growth. Editors Cameron Paterson and Simon Brooks, who have worked extensively with the Cultures of Thinking approach, bring together voices from across Australia, offering a rich tapestry of insights, strategies, and experiences. Through practical examples and compelling analysis, Cultivating Cultures of Thinking in Australian Schools provides educators with a concrete blueprint for transformative teaching.

This book is an essential read for teachers, school leaders, and education professionals who want to create vibrant learning environments that prepare students for the complexities of the modern world. It is a powerful resource for those seeking to move beyond traditional assessment-driven teaching and cultivate a culture where thinking and learning flourish.

This book is a call to action for educators who seek to move beyond superficial learning and engage students in deeper, more meaningful thinking. At a time when education is dominated by standardisation and a crowded curriculum, this book champions a different path, prioritising student agency, curiosity, and thinking.

Grounded in the influential Cultures of Thinking™ approach developed by Dr. Ron Ritchhart from Project Zero at the Harvard Graduate School of Education, this book showcases real-life case studies from Australian classrooms where these principles have been successfully applied. It explores how teachers can develop students’ thinking dispositions, make thinking visible, and shape classroom cultures that foster engagement and intellectual growth. Editors Cameron Paterson and Simon Brooks, who have worked extensively with the Cultures of Thinking approach, bring together voices from across Australia, offering a rich tapestry of insights, strategies, and experiences. Through practical examples and compelling analysis, Cultivating Cultures of Thinking in Australian Schools provides educators with a concrete blueprint for transformative teaching.

This book is an essential read for teachers, school leaders, and education professionals who want to create vibrant learning environments that prepare students for the complexities of the modern world. It is a powerful resource for those seeking to move beyond traditional assessment-driven teaching and cultivate a culture where thinking and learning flourish.