The emergent curriculum: navigating a complex course between unguided learning and planned enculturation |
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Authors: | Uwe Gellert |
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Institution: | 1. Windesheim University of Professional Sciences , Postbus 10090, Zwolle, 8000 GB, The Netherlands;2. University of Humanistic Studies , Postbus 797, Utrecht, 3500 AT, The Netherlands yam.leeman@windesheim.nl |
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Abstract: | Although systemic reform seems to be a broadly accepted framework for educational change, concrete reform projects still face the uncertainty of how to meet the necessary requirements. This paper considers the case of a curriculum reform process in primary mathematics education that has a focus on the involvement and influence of parents. The data consists of a short address to the parents of first‐graders printed in the teacher’s version of a textbook. In this address, the parents are introduced to the new concept of active‐explorative learning and allocated a specific role within the process of change. By means of discourse analysis and the sociological ideas of exclusion/inclusion, autonomy, and expert/non‐technical discourse, the long‐term consequences of the social role assigned to parents in the programme is discussed. |
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Keywords: | curriculum complexity emergence enculturation representational epistemology schooling |
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