This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs withinreified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity – supra, macro, meso, micro and nano – within complex systems, with curriculum making framed as types of activity rather than institutional functions.
Priestley, M., Philippou, S., Alvunger, D. and Soini, T. (2021), "Curriculum Making: A Conceptual Framing", Priestley, M., Alvunger, D., Philippou, S. and Soini, T. (Ed.) Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts, Emerald Publishing Limited, Bingley, pp. 1-28. https://doi.org/10.1108/978-1-83867-735-020211002
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