Storying curriculum making in a collaborative research and teaching landscape

Abstract

Purpose – This chapter examines the complexity and contextuality of storying curriculum making in a collaborative landscape of teaching and research, as it moves from telling stories of collaborative curriculum making toward exploring curriculum within a collaborative landscape. This work is based on our lived experience of 9 years of collaborating as a team of teacher educators.

Methodology and Findings – Three stories are at the focus of our study – the unfolding story of the collaborative writing of this chapter and two stories that relate to our curriculum planning in the more traditional sense, illustrating almost opposing sides of a collaboration continuum: A story of creating and preserving contrasted with a story of creating and changing. Together, these examples present a picture of the way we experience the making of curriculum in a collaborative landscape: building and teaching a program of learning for our students in tandem with team learning of our own.

Value of paper – The collaborative landscape revealed in this chapter, with its tensions and opportunities, serves as basis for discussing the issue of territory as an overarching concept for the redefinition of questions regarding ownership, authorship and identities. These issues become crucial in a collaborative situation, in which one has to compromise on definition of clear cut working space.

Citation

Mansur, R., Tuval, S., Barak, J., Turniansky, B., Gidron, A. and Weinberger, T. (2011), "Storying curriculum making in a collaborative research and teaching landscape", Kitchen, J., Ciuffetelli Parker, D. and Pushor, D. (Ed.) Narrative Inquiries into Curriculum Making in Teacher Education (Advances in Research on Teaching, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. 91-107. https://doi.org/10.1108/S1479-3687(2011)00000130008