Local curriculum development as object construction: A sociomaterial analysis |
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| Institution: | 1. Broward County Public Schools, 600 SE 3rd Ave, Fort Lauderdale, FL 33301, USA;2. University of Alabama, PO Box 870232, Tuscaloosa, AL 35487, USA;3. Georgia State University, 30 Pryor St. SE, Atlanta, GA 30303, USA;4. Temple University, 1301 Cecil B. Moore Ave, Ritter Hall/Ritter Annex (003-00), Philadelphia, PA 19122-6091, USA;1. Benemérita Universidad Autónoma de Puebla, Mexico;2. Universidad Popular Autónoma del Estado de Puebla (UPAEP) Puebla, México;1. Longwood University, United States;2. University of South Carolina, United States;3. University of Idaho, United States;4. Methodist University, United States;5. University of Northern Colorado, United States;6. Iowa State University, United States |
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| Abstract: | This paper examines teachers' local curriculum development by analyzing such development as a process of object construction. One team of lower secondary school teachers, mandated to develop a subject curriculum for their school, was followed closely over a year through an ethnographic approach. Data from six team meetings were analyzed to trace how the curriculum was developed through a series of object instantiations that also worked on the construction process. This process required various forms of epistemic engagement, which should be acknowledged in current discussions of teachers’ work and their extended professional responsibilities. |
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| Keywords: | Curriculum development Object construction Teacher collaboration Epistemic responsibilities Secondary education |
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