This Special Issue is significant for two reasons. It introduces the work conducted by an international research and professional education network which was established to extend theoretical conversations about Pedagogy, Education and Praxis in contemporary times. These dialogic networks trace the different traditions of theory, research and practice in education across international contexts and form the basis of this edition as a collaborative writing project. Second, the co-creation of the articles in this journal presents prominent concerns facing educational practice and research from a truly international perspective. The differences between intellectual traditions from where the authors are situated provide accounts of what enables or constrains educators across the globe; for example how some European traditions of pedagogy are being challenged and perhaps even supplanted by Anglo-American perspectives in educational research, practice and policy.