Seeing double: design and enactments of a lesson on perspective-taking |
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| Authors: | Mary Ott Kelly-Ann MacAlpine Kathryn Hibbert |
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| Institution: | 1. Interdisciplinary Centre for Research in Curriculum as a Social Practice, Western University, London, Canadamott2@uwo.ca;3. Interdisciplinary Centre for Research in Curriculum as a Social Practice, Western University, London, Canada |
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| Abstract: | ABSTRACTThis 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. |
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| Keywords: | Curriculum making sociomaterial social topology narrative inquiry empathy assessment |
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