Composing Diverse Identities (Teachers, Teaching and Learning)

In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives. Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.

Politics & Social Sciences

D. Jean Clandinin

Janice Huber

Marilyn Huber

M. Shaun Murphy

Anne Murray-Orr

Marni Pearce

Pam Steeves

Social Sciences

Routledge

D. Clandinin

Places of Curriculum Making: Narrative Inquiries into Children's Lives in Motion (Advances in Research on Teaching, 14)

This book documents a radical shift in thinking from focusing on the school as the place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school. The narrative inquiry framing this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives. It draws on a research project involving multiperspectival narrative inquiries spanning four research sites and traces the tensions experienced by children, families and teachers in multiple curriculum making sites and some of the profound identity making and assessment making implications that become visible. Its attention to the relational in narrative inquiry is focused on tensions that shape lives and, as well, the unfolding of narrative inquiries. This informative book has a wide reaching audience of educational researchers, teacher educators, research methodologists, particularly those interested in narrative inquiry, curriculum scholars, graduate students, university faculty, teachers, administrators and parents alike. Contents Chapter 1 Interrupting Understandings of Curriculum Making Chapter 2 Narrative Inquiry As Relational Multiperspectival Inquiry Chapter 3 Loyla s Familial Curriculum Making in the Home and Community Chapter 4 Ji-Sook s and Brent s Stories to Live By Chapter 5 The School Curriculum Making of Ji-Sook and Brent Chapter 6 The Familial Curriculum Making of Ji-Sook, Brent, and Their Families Chapter 7 Living in Two Worlds of Curriculum Making: Children as World Travellers Chapter 8 Conceptualizing Curriculum Making as Interwoven With Identity Making and Assessment Making Chapter 9 Worlds and, of Necessity, World Travel: Conversations With Curriculum Theorists, Parents, Others, and Teacher Educators

Education & Teaching

Schools & Teaching

Emerald Publishing Limited

This book documents a radical shift in thinking from focusing on the school as the place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school. The narrative inquiry framing this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives. It draws on a research project involving multiperspectival narrative inquiries spanning four research sites and traces the tensions experienced by children, families and teachers in multiple curriculum making sites and some of the profound identity making and assessment making implications that become visible. Its attention to the relational in narrative inquiry is focused on tensions that shape lives and, as well, the unfolding of narrative inquiries. This informative book has a wide reaching audience of educational researchers, teacher educators, research methodologists, particularly those interested in narrative inquiry, curriculum scholars, graduate students, university faculty, teachers, administrators and parents alike.

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Books by Janice Huber