Not Making the Grade: A Narrative Inquiry Into Timmy’s Experiences With the Mandated Curriculum
Keywords:lived curriculum, narrative inquiry, curriculum-making
This research draws on the experiences of a Grade 1 delayed reader, his parents, and his teachers, to show his lived curriculum across his home and school contexts. This narrative inquiry is situated in the literature of curriculum studies, in the notions of the lived curriculum and curriculum-making. Field texts include field notes from the classrooms, transcripts of conversations with the child, his parents, and his teachers. For this paper, I illustrate the child’s experiences at the end of Grade 1, among the tensions created between the lived curriculum of a struggling reader, and the expectations of the mandated curriculum, which are shaped by institutional and sociocultural narratives. My goal is to provide insight into making curriculum in schools that accounts for the lived curricula of all children.
Keywords: lived curriculum; narrative inquiry; curriculum-making
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).