Abstract

In this paper, a collection of current teachers and teacher educators discuss the importance of play in education, including in teacher training. In sympathy with the theme of this special issue, the bricolage of voices here calls for a future in teaching and learning which is more open to play and playfulness – not just in early years or compulsory education but throughout life. The contributions progress loosely, beginning with a focus on the theory of play, then exploring the potential of play and playfulness in school classrooms, and finally considering playfulness in teacher education. Together, the pieces constitute a powerful and heartfelt critique of dominant approaches to education in England’s policymaking which favour top-down didactic pedagogies that risk the disengagement of learners and the disillusionment of teachers.