Negotiating the Curriculum

Boomer, Garth; Onore, Cynthia; Lester, Nancy; Cook, Jonathan

doi:10.4324/9780203975381

Cited by 40 publications

(79 citation statements)

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“…We return now to the writing that Leanne posted on the stella2.0 website, drawing on a text she had begun during the second workshop, which as mentioned before, was focused on Boomer's ([1978Boomer's ([ ] 1992Boomer's ([ , 1982 understanding of 'negotiating the curriculum'. Some of the discussions in that workshop engaged with Boomer's writing.…”

Section: English Educators' 'Who' and 'What' Storiesmentioning

confidence: 96%

“…Another story might evolve from a critical impasse experienced in a school that is troubling an educator. Still another might emerge from revisiting and re-imaging the work of a respected historical figure or writer in the ongoing narrative of English teaching (such as Boomer [[1978Boomer [[ ] 1992Boomer [[ , 1982] whose writing was set for one of the workshops).…”

Section: Contesting Assumptions About English Teacher Professional Lementioning

confidence: 99%

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Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together

Parr

Bulfin

2015

Changing English

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Standards-based education reforms and intensified accountability regimes are now a feature of most countries' agendas to improve the quality of their teaching workforces. One of the direct consequences of these reforms is a requirement that teachers demonstrate their ongoing participation in forms of professional development or professional learning throughout their careers. Along with this, there has been a narrowing of what is acknowledged by standards-based accountability regimes as discipline-based professional knowledge and 'valuable' professional development. This essay is a dialogic, reflexive account of a professional learning and writing project for English teachers and teacher educators in Australia, begun in 2013, called the stella2.0 project. The project builds on the groundbreaking work of the STELLA project in Australia from the turn of the century, and some other models of teacher writing projects across the world. Drawing on Cavarero, we critically scrutinize writing and storytelling in the dialogic professional community of the stella2.0 project, and in the process 'speak back' to standards-based reform policies that undermine English educators' agency and professionalism.

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Section: English Educators' 'Who' and 'What' Storiesmentioning

confidence: 96%

Section: Contesting Assumptions About English Teacher Professional Lementioning

confidence: 99%

Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together

Parr

Bulfin

2015

Changing English

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“…Social democratic advocates and ideas still had considerable purchase. In education, it was argued that in order to reduce alienation and promote engagement students must be much more involved in curriculum decision-making in both their classes and in the school (Boomer 1982, Boomer et al 1992. Greater equity and more student leadership was required.…”

Section: Contestation and Participationmentioning

confidence: 99%

Theorizing change in the educational ‘field’: re‐readings of ‘student participation’ projects

Thomson¹,

Holdsworth²

2003

International Journal of Leadership in Education

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He has been a leader in youth participation in Australia for nearly three decades, has had extensive experience in running and evaluating a range of youth action projects and publishes Connect, a monthly newsletter about school and community youth programmes.There is a burgeoning literature on educational change -how to make it and how to understand its failures in order that the causes can be remedied next time. Much of this literature implies that when free and autonomous policy agents know what they are doing, they can shift institutional structures and habituated ways of doing and being. In this article we mobilize Bourdieu, who rejected this binary of structure and agency, in favour of the notion of 'field', 'habitus' and 'capitals', to theorize one case of change. We describe the shifting policy-scape in Australia in the latter part of the twentieth century which created some opportunities for students to act as educational leaders and participate in making decisions about their learning and schooling. We then develop a specific and situated theorization of change in a contested and hierarchical educational 'field'. We argue that the continued press from the political field and the wider field of power to increase levels of mass schooling produced a 'principal opposition' in the schooling field between democratization and hierarchization. This opposition, we propose, is now in policies, institutional changes and the varying actions of educators, making the field not only contested but also unstable: this produces further spaces and opportunities for both hierarchic and democratic changes.

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“…Future research could focus on the individual teacher level to add to our understanding about curriculum flexibility. Furthermore, flexibility could be supported by looking at the curriculum as a process instead of a predetermined product, as Boomer (1992) proposed. Future research could focus on whether such a stance leads to education that truly revolves around the student and his or her individual needs.…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

Curriculum flexibility in a blended curriculum

Jonker

März

Voogt

2020

AJET

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This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

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Negotiating the Curriculum

Cited by 40 publications

References 0 publications

Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together

Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together

Theorizing change in the educational ‘field’: re‐readings of ‘student participation’ projects

Curriculum flexibility in a blended curriculum

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