Seeing double: design and enactments of a lesson on perspective-taking. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Ott, Mary; MacAlpine, Kelly-Ann; Hibbert, Kathryn
• Is Part Of: Curriculum journal. Volume 29:Issue 2(2018)
• Page Start: 277
• Page End: 294
• Publication Date: 2018-04-03
• Subjects: Curriculum making -- sociomaterial -- social topology -- narrative inquiry -- empathy -- assessment; Education -- Curricula -- Great Britain -- Periodicals; Curriculum planning -- Great Britain -- Periodicals; 375.00941
• DOI: 10.1080/09585176.2018.1445578
• Languages: English
• ISSNs: 0958-5176

Abstract

ABSTRACT: This narrative inquiry of a lesson intended to develop perspective-taking links our understanding of teachers as curriculum makers with a sociomaterial attunement to the ways that materials, forms, and time are also actors in producing curriculum. We offer a close reading of three classroom enactments of the same lesson and discuss ways that these instances of curriculum-making expanded or diminished opportunities for elementary pupils to communicate shifts in perspective through personal narrative writing. We find temporal, spatial, and material resources, including schedules, technologies, and forms of assessment, to play key roles in shaping relations in curriculum making.