The Dialogic Space Offered by Curriculum-Making in the Process of Learning to Teach, and the Creation of a Progressive Knowledge-Led Curriculum

Source: Asia-Pacific Journal of Teacher Education, Volume 43, Issue 3, 2015 , p. 210-224.

In this article, the authors argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching.
The article shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher.

It supports subject specialism in teaching in a manner that respects the social and cultural capital of young people and their role in knowledge creation together with the emancipatory significance of gaining epistemic access to disciplinary knowledge.