Caught Between Worlds of Expertise: Primary Teachers Amid Official Curriculum Development Processes in Cyprus

• In Event: Thinking Global/Acting Local: Teaching in Global Contexts

Abstract

Against the background of a curriculum reform in the Republic of Cyprus which was framed as depending on and demanding teacher professionalism, this study focuses on teacherswho responded to the government call and volunteered to work along with appointed academics and ministry officials in subject-area curriculum review committees to develop official curriculum texts. Teachers’ participation in these committees was construed in official rhetoric as a means to acknowledge teacher/classroom expertise, and, by extent, to democratize the curriculum reform process. Findings indicate, however, that most at stake was the recognition of pedagogy as an academic discipline/language amongst other academic disciplines/languages represented in the committees. This struggle was held in unequal terms and resulted in teacher disenchantment, silencing, and, eventually, de-professionalization.

Authors

• Stavroula Kontovourki, University of Cyprus

• Eleni Theodorou, European University

• Stavroula Philippou, University of Cyprus