Reconceptualizing Physical Education
Chapter 3: Locating Ourselves in Curriculum Inquiry
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LOCATING OURSELVES IN CURRICULUM INQUIRY
“Who is doing the research is just as important as what research is being done and how.”
— DAVID SMITH (2011B, P. 5)
Curriculum inquiry is the “focused investigation of a matter of public and/or private interest through asking questions; searching and (re)searching; paying attention/observing/ articulating; reading and writing; and dialogue” (Donald, 2011, p. 1). Smith (2011b) explains,
It is the regrettable truth, however, that most educational research today is so narrowly defined as to reveal the multiples ways it has become disconnected from the historical, philosophical, economic and political roots of the world in which educational practices take place. (p. 1)
Thus, as researchers we must engage in curriculum inquiry “in a manner meaningful to our own interests, preoccupations, and musings” (Donald, 2011, p. 1), and engage in our research as situated participants within the inquiry. The situatedness of inquiry involves our own backgrounds and assumptions in relation to the collective other, and requires a disposition that questions and revisits our preconceived notions of our topic (Greene, 1973).
If curriculum is about the “journey of life” and “what the older generation choses to tell younger generations” (Grumet, 1980), then “what sorts of stories ← 45 | 46 →do we wish to tell the young?… How should curriculum conceptualize the past, address our present condition, and envision the future?” (Donald, 2011, p. 1). To address these questions, I believe researchers...
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