Chapter 7 Living in Two Worlds of Curriculum Making

Abstract

As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their experiences in their familial and school curriculum making. Our earlier chapters show something of these tensions. In this chapter we return to a focus on tensions by exploring the tensions embodied by Loyla, Brent, and Ji-Sook as they lived in these two curriculum-making places. As we inquire into the children's embodied tensions, we do so with a sense of wanting to restory the potential of tensions on school landscapes and in composing lives. We also want to show something of ways in which attention to children's embodied tensions makes visible the gaps and silences they experienced in living in these two curriculum-making places.

Citation

Huber, J., Shaun Murphy, M. and Jean Clandinin, D. (2011), "Chapter 7 Living in Two Worlds of Curriculum Making", Huber, J., Shaun Murphy, M. and Jean Clandinin, D. (Ed.) Places of Curriculum Making (Advances in Research on Teaching, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. 105-117. https://doi.org/10.1108/S1479-3687(2011)0000014009