The process of curriculum making in secondary school students. A narrative inquiry
DOI:
https://doi.org/10.30827/profesorado.v23i2.9692Keywords:
narrativa, currículum, experiencia, relación educativa, aprendizaje.Abstract
The proposal of this paper is to know how students make curriculum through lived experience at school. By means of a narrative inquiry, we delve into the meaning that three high school students give to lived experience at school and how they construct knowledge. Information has been gathered through observation and interviews. Results and discussion address three themes: knowledge is built narratively from lived experience; students’ stories are continuous, thus we shouldn´t focus only on their experience at school but we have to listen their whole story; given that every person makes his/her own story, curriculum making becomes an interconnected and multistoried process. The study concludes by showing curriculum as a composition of stories constructed in relation by teachers and students.
Downloads
References
Aoki, T. T. (1993). Legitimating Lived Currículum: Toward a Curricular Landscape of Multiplicity. Journal of Currículum and Supervision, 8(5), 255-268.
Aoki, T. T. (2012). Currículum in a new key: the collected works of Ted T. Aoki. (W. Pinar y R. L. Irwin, Eds.). New York: Routledge.
Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33-46. doi:10.1007/s11092-008-9064-9
Blanco, N. (2006). Saber para vivir. En A. M. Piussi y A. Mañeru (Coords.), Educación, nombre común femenino, (pp.158-183). Barcelona: Octaedro.
Bolívar, A. (2002). El estudio de caso como informe biográfico-narrativo. Arbor, 171(675), 559-578. doi:10.3989/arbor.2002.i675.1046
Clandinin, D. J. (2013). Engaging in narrative inquiry. Walnut Creek, CA: Left Coast Press.
Clandinin, D. J., y Connelly, F. M. (1992). Teacher as currículum maker. En P. W. Jackson (Ed.), Handbook of research on currículum: a project of the American Educational Research Association (363-401). New York: MacMillan.
Clandinin, D. J., y Connelly, F. M. (1998). Stories to Live By: Narrative Understandings of School Reform. Curriculum Inquiry, 28(2), 149-164. doi:10.1111/0362-6784.00082
Clandinin, D. J. (coord.). (2007). Handbook of narrative inquiry: mapping a methodology. Thoousand Oaks: Sage.
Clandinin, D. J., & Connelly, F. M. (2004). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass.
Clandinin, D. J., Huber, J., Huber, M., Murphy, M. S., Orr, A. M., Pearce, M., yl Steeves, P. (2006). Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers. London: Routledge.
Connelly, F. M., y Clandinin, D. J. (1988). Teachers as Curriculum Planners. Narratives of Experience. New York: Teachers College Press.
Contreras, J., y Pérez de Lara, N. (2010). Investigar la experiencia educativa. Madrid: Morata.
Dewey, J. (1997). Experience and education. New York: Touchstone.
Elías, M.E. (2016). La construcción de identidad profesional en los estudiantes del profesorado de educación primaria. Profesorado, revista de currículum y formación del profesorado, 20(3), 335-365.
Hernández-Hernández, F., y Sancho, J. M. (2018). Historias de vida y narrativas sobre la subalternidad: Afrontar el desafío de lo inabordable de la relación con el Otro. Educar, 54(1), 15-29.
Huber, J., Murphy, M. S., y Clandinin, D. J. (2011). Places of currículum making: narrative inquiries into children’s lives in motion. Bingley: Emerald.
Magrini, J. M. (2015). Phenomenology and curriculum implementation: discerning a living curriculum through the analysis of Ted Aoki’s situational praxis. Journal of Curriculum Studies, 47(2), 274-299. doi:10.1080/00220272.2014.1002113
Molina, D., Blanco, N., y García, S. (2013). El profesorado y “su lugar” para estudiantes de Bachillerato. Hallazgos de una investigación sobre trayectorias de éxito escolar. Educaçao, 38(2), 265-276. doi:10.5902/198464447726
Olson, M. R. (2000). Currículum as a Multistoried Process. Canadian Journal of Education, 25(3), 169-187. doi:10.2307/1585952
Rivas, J., Leite, A. y Cortés. P. (2011). Paradojas y conflictos entre las culturas del profesorado, las familias y los estudiantes en el contexto escolar. Revista de Educación, 356, 161-183
Sierra, J. E. (2013). La Secundaria vivida. Estudio narrativo sobre experiencias masculinas de fracaso escolar. Tesis doctoral. Universidad de Málaga. Disponible en: hdl.handle.net/10630/6739
Van Manen, M. (2003). Investigación educativa y experiencia vivida: ciencia humana para una pedagogía de la acción y la sensibilidad. Barcelona: Idea Books.
Van Manen, M. (2015). Pedagogical tact: knowing what to do when you don’t know what to do. Walnut Creek, CA: Left Coast Press.
