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The question “what is RE for?” is hardly new, nor is the need for robust answers. The failure to do “RE” well makes it an easy target for marginalisation by those that are uninterested in it or are actively anti its place within our education system.
Mark and the other contributors are honest about the current situation and refuse to make excuses for it – and the response they put forward is both attractive and has real potential to be effective, fingers cross they manage to get some meaningful implementation.
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