Teacher Identity and Curriculum: Space for Dissent

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.