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Vasquez, Vivian Maria – Curriculum Inquiry, 2019
One of the key tenets of critical literacy that I operate from is that it works to disrupt normalized social practices. In keeping with this tenet, I have crafted this paper in such a way that it somewhat disrupts the normalized format of academic writing by creating an audit trail comprised of artifacts that represent significant moments in my…
Descriptors: Critical Literacy, Academic Language, Writing (Composition), Teacher Researchers
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Nxumalo, Fikile; Vintimilla, Cristina D.; Nelson, Narda – Curriculum Inquiry, 2018
In this article, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres in Western Canada. The intent is to engage with the concept of emergence as that which can bring ethical and political engagements with curriculum and…
Descriptors: Early Childhood Education, Curriculum Design, Foreign Countries, Curriculum
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Furman, Cara Elizabeth – Curriculum Inquiry, 2017
Early childhood writing curriculums typically focus on skills and encouraging interest. What children are asked to write is rarely closely examined. Through a self-study of my first and second grade classroom, in this paper I look at the implications of genre when teaching young children. I first identify some of the problems of a popular personal…
Descriptors: Writing Instruction, Early Childhood Education, Writing Skills, Elementary School Students
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Chang-Kredl, Sandra; Wilkie, Gala – Curriculum Inquiry, 2016
Foucault's notion of heterotopia offers a novel way to understand teachers' conceptualizations of childhood, in juxtaposing adult memories of childhood with their present context of teaching children. Memory writing prompts were given to 41 early childhood teachers, and the resulting written narratives were analyzed as heterotopic spaces. The…
Descriptors: Memory, Human Geography, Teaching Experience, Teacher Student Relationship
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Roth, Wolff-Michael – Curriculum Inquiry, 2013
In this article, I (1) argue for approaching processes, events-in-the-making, by means of process categories--to learn, to teach--not by means of categories that denote differences in state and (2) exemplify doing and writing research consistent with process philosophy. To understand process we must not think, research, and write them in terms of…
Descriptors: Curriculum, Educational Theories, Geometry, Elementary School Mathematics
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Cossentino, Jacqueline M. – Curriculum Inquiry, 2006
This article examines the origins, uses, and effects of the rhetorical construct of "work" in the Montessori method. Grounded in analysis of classroom interactions in a Montessori primary (3-6-year-olds) classroom, I argue that Montessori's conception of work substantially revises prevailing assumptions about the nature of childhood, the roles of…
Descriptors: Montessori Method, Rhetoric, Primary Education, Educational Change