View in EDS HTML Full Text PDF Full Text

Materialities of progressive curriculum reform: a case study of one kindergarten classroom.

Saved in:
Bibliographic Details
Title: Materialities of progressive curriculum reform: a case study of one kindergarten classroom.
Authors: Ferguson, Daniel E.1 (AUTHOR) dfergu2@gmu.edu
Source: Journal of Curriculum Studies. Dec2024, Vol. 56 Issue 6, p673-691. 19p.
Subject Terms: *Curriculum change, *Scholarly method, *Teaching aids, *Educational change, *Teachers, Actor-network theory
Abstract: Objective: This study reviews the status of materials in curriculum and reform, as reflected in a network case study of curriculum in one kindergarten classroom in the United States. This paper focuses on the events leading up to and building upon one inquiry unit that became a focal point in promoting progressive curriculum reform at the school. Method: Methods from Actor Network Theory are employed to attend to a wide cast of human and nonhuman actors, trace their mobilities, and map them into curricular networks. Data, collected over 9 months of one school year, included field notes, audio recordings of conversations, and images of classroom objects and arrangements. Results: Three material assemblages—a closet, a bulletin board, and a curriculum timeline—are viewed as agents assisting in stabilizing the inquiry unit and sustaining further student-centred inquiries amidst competing curricular reforms and policies. Findings demonstrate how teachers may mobilize such assemblages to accomplish multiple objectives, as is necessary when navigating tensions from multiple parties or reform mandates. Conclusion: This study contributes to scholarship conceptualizing the status of curriculum materials, with particular attention to their functionality at the nexus of both the micro-interactions of curriculum enactment and the macro-politics of educational reform. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 182091351
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Materialities of progressive curriculum reform: a case study of one kindergarten classroom.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ferguson%2C+Daniel+E%2E%22">Ferguson, Daniel E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dfergu2@gmu.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Dec2024, Vol. 56 Issue 6, p673-691. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Actor-network+theory%22">Actor-network theory</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: This study reviews the status of materials in curriculum and reform, as reflected in a network case study of curriculum in one kindergarten classroom in the United States. This paper focuses on the events leading up to and building upon one inquiry unit that became a focal point in promoting progressive curriculum reform at the school. Method: Methods from Actor Network Theory are employed to attend to a wide cast of human and nonhuman actors, trace their mobilities, and map them into curricular networks. Data, collected over 9 months of one school year, included field notes, audio recordings of conversations, and images of classroom objects and arrangements. Results: Three material assemblages—a closet, a bulletin board, and a curriculum timeline—are viewed as agents assisting in stabilizing the inquiry unit and sustaining further student-centred inquiries amidst competing curricular reforms and policies. Findings demonstrate how teachers may mobilize such assemblages to accomplish multiple objectives, as is necessary when navigating tensions from multiple parties or reform mandates. Conclusion: This study contributes to scholarship conceptualizing the status of curriculum materials, with particular attention to their functionality at the nexus of both the micro-interactions of curriculum enactment and the macro-politics of educational reform. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182091351
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220272.2024.2400495
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 673
    Subjects:
      – SubjectFull: Curriculum change
        Type: general
      – SubjectFull: Scholarly method
        Type: general
      – SubjectFull: Teaching aids
        Type: general
      – SubjectFull: Educational change
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Actor-network theory
        Type: general
    Titles:
      – TitleFull: Materialities of progressive curriculum reform: a case study of one kindergarten classroom.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ferguson, Daniel E.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00220272
          Numbering:
            – Type: volume
              Value: 56
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Journal of Curriculum Studies
              Type: main
ResultId 1