Learning to Attend to Children’s Familial Curriculum-Making Worlds

  • Cindy Swanson University of Alberta


Using autobiographical narrative inquiry (Connelly & Clandinin, 1990), I inquire into my experiences as a teacher, beginning with an inquiry into my early experiences on home and school landscapes. I explore my teacher stories to live by (Connelly & Clandinin, 1999) and inquire into how my stories have shifted and changed, over time and place. As I explore the bumping places and tensions I experience as teacher, my purpose is to show the ways I learned to attend to children’s familial curriculum-making worlds (Huber, Murphy, & Clandinin, 2011). In doing so I offer a possible counter narrative of curriculum making in schools, which honors and validates children’s stories of experiences lived and told in homes and communities.

How to Cite
SWANSON, Cindy. Learning to Attend to Children’s Familial Curriculum-Making Worlds. LEARNing Landscapes, [S.l.], v. 7, n. 1, p. 301-317, july 2013. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Learning-to-Attend-to-Children%E2%80%99s-Familial-Curriculum-Making-Worlds>. Date accessed: 24 mar. 2018.