Knowledge Use and the Dynamics of Managing Curriculum Change

Abstract

This article explores the relationships between knowledge use (KU) and curriculum change management. Managing or coping with curriculum change has been conceptualized as consisting of a technical dynamic, a political dynamic, and a cultural dynamic. A parallel line of thinking can be detected in the KU literature in that the functions which KU serves may be for instrumental, capacity-building, or enlightenment purposes. This study investigates the relation-ship between KU and change management with respect to these three dynamics. The political dynamics of the implementation process stand out as being a particularly important correlate of KU.

The Integrated Expressive Arts and Humanities : Coping with Curriculum Change

“…Whilst the Curriculum Framework for Western Australian Schools (Curriculum Council of Western Australia, 1998) is well intentioned in terms of its educational ideals for students, it appears that the process for its implementation has not been a straightforward one for teachers. This is not surprising, as a number of authors (Smith & Lovat, 1990;Fullan, 1991;Hall, 1997;Brady & Kennedy, 1999), acknowledge that curriculum change is highly complex. They claim that any change has an impact on those directly involved in its implementation.…”

“…As suggested by Hall (1997), the political perspective which includes such considerations as resource distribution and administrative support, also affects how people cope with curriculum change. Central to this perspective and closely associated with resource distribution, are the factors of power, authority and negotiation.…”

“…This was compounded by the additional time required each week to plan, discuss and evaluate lecture sessions with colleagues. Hall (1997) acknowledges that content selection problems are associated with curriculum development and implementation. It would be unrealistic to imagine that problems of this nature would not occur when combining four disciplines into integrated units of study.…”

“…According to Hall (1997), the technical perspective refers to 'what' and 'how' the proposed curriculum changes will be implemented.…”

“…Hence with any curriculum change, both the content of such a change and the process whereby the change comes about needs to be considered. Hall (1997) maintains, that technical, political and cultural factors impinge on those managing curriculum change and suggests that an understanding of these factors could assist educators to cope better with change. In light of the articles mentioned above, this paper will introduce the concept of curriculum integration and its inclusion in university teacher education programs.…”