Fairies on the Schoolyard: Curriculum as Inclusive Conversation

Autor/in	Furman, Cara
Titel	Fairies on the Schoolyard: Curriculum as Inclusive Conversation
Quelle	In: International Journal of Inclusive Education, 25 (2021) 12, S.1342-1357 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1610086
Schlagwörter	Inclusion; Curriculum Development; Disadvantaged; Students with Disabilities; Educational Benefits; Seminars; Teacher Student Relationship; Teacher Attitudes; Student Attitudes; College Faculty; Classroom Research; Teaching Methods; Teacher Researchers; Student Participation + Suchen Sie Ihr Suchwort? Inklusion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsertrag; Seminar; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Schülerverhalten; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerforschung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	What does it mean for curriculum to be inclusive? This paper builds upon assertions that standardised, pre-determined curriculum marginalises students. This is especially harmful for students labelled with disabilities. I argue for an alternative approach to curriculum that is more fluid and inclusive than the traditional model. Describing this approach, I call on the image of a conversation: a discourse influenced by everyone, informal, and easily responsive to constant redirection. Where this model is applicable to all students, curriculum as conversation is especially needed for students labelled with disabilities. In the first part of this paper, I provide an argument for why inclusive curriculum is beneficial for everyone and flesh out the notion of conversation. In the second half, I look at how teachers in the long-term teacher inquiry group, the Brookline Teacher Research Seminar (BTRS) successfully treated curriculum as a conversation to include their students. I demonstrate how the writings of these teachers offer an extremely helpful opus of counter-narratives on inclusive conversational curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01