Acknowledgements:The authors wish to thank Julian Williams for securing the funds that brought Etienne Wenger-Trayner to the University of Manchester as a Visiting Professor from 2007 to 2015 and provided us with the unique opportunity to dialogue with the theorist who helpedThe first two authors would also like to thank Etienne Wenger-Trayner for generously giving his time to work on this article with us. We wish to express our appreciation for Anna Sfard and her review which critically engaged with the article, from meta-level considerations, to specific concepts in the theory and the presentation of the theory. We are ever grateful for the critical comments and support provided by Linda Evans, Jeremy Higham, Beverly WengerTrayner, Pauline Whelan and Julian Williams. 2Short abstract: Two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. We discuss the learning theory of 'communities of practice', clarify terms, address various critiques in the literature, and reflect on the process of theorizing. We explore how the theory provides conceptual tools to better design school curriculum and policy.Longer Abstract: The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education, and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a 'community of practice'. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research.

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Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquirybased education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure learning literature, identify knowledge gaps, present future research directions, and discuss research methods and approaches that may improve the AL approach.The authors engaged in a systematic search strategy to identify adventure learning studies then applied a set of criteria to decide whether to include or exclude each study. Results from the systematic review were combined, analyzed, and critiqued inductively using the constant comparative method and weaved together using the qualitative metasynthesis approach.Results indicate the appeal and promise of the adventure learning approach. Nevertheless, the authors recommend further investigation of the approach. Along with studies that investigate learning outcomes, aspects of the AL approach that are engaging, and the nature of expert-learner collaboration, future adventure learning projects that focus on higher education and are (a) small and (b) diverse can yield significant knowledge into adventure learning. Research and design in this area will benefit by taking an activity theory and design-based research perspective.

This article aims to compare and contrast the perceptions of parental influence of indigenous middle-class students and immigrant students in Cyprus, and to investigate how their