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Curriculum*-in-the-Making

A Post-constructivist Perspective

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Wolff-Michael Roth

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.
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Chapter 8. The Planned, Living, and Enacted Curriculum

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THE PLANNED, LIVING, AND ENACTED CURRICULUM

Curriculum is all the planned, guided and implemented learning that occurs in a school. Queensland state schools develop school curriculum plans using the Key Learning Area syllabuses or New Basics organisers. (Aussie Educator, 2012)

[W]hile the course of action can always be projected or reconstructed in terms of prior intentions and typical situations, the prescriptive significance of intentions for situated action is inherently vague. (Suchman, 1987, p. 27, emphasis added)

All teachers learn to write lesson plans to specify what students are to learn. Teachers then implement these plans on a particular day and time as a way of guiding students so that they may learn what the plans intend them to learn. The result of the lesson leads to the “implemented learning.” Whether students have learned what has been stated as the intended learning outcome in the planned curriculum is evaluated by comparing the stated goals and objectives with students’ actual responses on some assessment. A plan for one or several lessons may be specified as represented in Figure 8.1. Although lesson plans vary in structure and detail, what is common to them is the specification of learning outcomes. Underlying such a specification is the idea that learning can be planned and anticipated on the part of the teacher. This, of course, flies into the face of any teacher’s observation in an actual classroom where ← 171 | 172 → students do not learn what the...

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