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

  • Cindy Swanson University of Alberta

Abstract

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.

Published
2013-07-01
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: 18 jan. 2018.