Familial Curriculum Making and the Home Reading Program

• In Event: Roundtable Session 112
  In Roundtable Session: Multiple Narratives: Learning From One Another

Abstract

This paper is part of an overall multiperspectival study into the experiences of two young boys identified as struggling readers in Grade 1. Through a narrative inquiry process in which the experiences of the boys are intertwined with their parents’ and teachers’ experiences of being alongside them, school curriculum making and the familial curriculum making are examined. For this paper, I focused on Matson’s and his mother’s experiences around the home reading program as they co-composed their familial curriculum and experienced tensions with the school curriculum making. Hearing children and parents tell the stories they live offers new possibilities to reimagine how teachers, administrators, policy makers, and teacher educators contribute to the co-composition of children’s lived curricula in schools.

Author

• Sonia T. Houle, Parkland School Division 70