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Seeing double: design and enactments of a lesson on perspective‐taking
Author(s) -
Ott Mary,
MacAlpine Kelly-Ann,
Hibbert Kathryn
Publication year - 2018
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2018.1445578
Subject(s) - perspective (graphical) , curriculum , attunement , narrative , reading (process) , pedagogy , sociology , mathematics education , psychology , computer science , political science , art , medicine , alternative medicine , literature , pathology , artificial intelligence , law
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.