The third issue of PiE for 2009 is the second general issue of the year. The interested reader will, as usual, encounter a fascinating collection of national, international, transdisciplinary and interdisciplinary
contributions. Separately, these contributions represent the fruits of hard work and dedication. Together, they provide an impressive collection of idiosyncratic perspectives on important issues in education — ‘idiosyncratic’ because the contributions stem from the authors’ own
perspectives, which are, of necessity, bound in a unique location, time and space. The contributors
have once again crafted their contributions sensitively in quantitative and (predominantly) qualitative research traditions. Viewed through these lenses, postmodern educational events can be understood so much better. As readers will see, the topics covered in this issue extend across different knowledge domains. The contributors have succeeded not only in identifying gaps or silences in the existing literature but, more importantly, in addressing these silences. Since PiE prides itself on being a channel of critical inquiry, we encourage critical voices to stimulate debate on important issues. There are, after all, no straightforward ‘answers’, and readers are invited to make up their own minds on these issues.