Abstract
Within a depersonalized and technocratic schooling system, teachers face an oppressive system that does not permit authentic identity formation. Reconceptualization of discursive and relationship driven processes that should inform curriculum development and instruction has transformative potential for education and the schooling experience. Democratic discourse resulting in a "fusion of horizons" between the need for responsive and inclusive curricula and the political push for standardization could be achieved through dialogically reconfigured and relationship driven curriculum development.
| Original language | American English |
|---|---|
| Pages (from-to) | 13-25 |
| Number of pages | 14 |
| Journal | Curriculum and Teaching Dialogue |
| Volume | 15 |
| Issue number | 1-2 |
| State | Published - Jan 2013 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Curriculum--Social Aspects
- Teacher Identity
- identity formation
- idenity
- curriculum
- dissent
- discourse
- curriculum development
- Teacher
Disciplines
- Education
- Curriculum and Social Inquiry
- Educational Psychology
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