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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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Appendix A

Extract



For the transcriptions, I follow a commonly used system based on conversation analysis adapted for the inclusion of prosodic features (Selting et al., 1998). In the rules implemented here, everything is written in small letters and sound words that run into each other are transcribed that way unless the run-in sign “=” is used when it would be difficult to distinguish pronunciation (e.g., “a=one”). The transcription is phonetic such that if a participant pronounces the words “this” or “that” in the way a French or German speaker often does, that is, with a soft “d” or “s,” the transcription will read something like “ze other one is to read dis ze whole branch.” ← 215 | 216 →

  

APPENDIX B



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