68.061-8 - Curriculum Design and Development: Ontological Tensions and Connections

• In Event: 68.061 - Roundtable Session 30

Session Type: Roundtable Session

Abstract

Curriculum design, when approached from a critical standpoint, must wrestle with ontological questions and tensions. This panel directs attention to curriculum and instruction that supports justice-oriented teaching and learning. The question of “what counts” as legitimate knowledge within curriculum development is raised as it applies to the design of social studies curricula, critical literacy within teacher education, and science education. The aim of the panel is to open a dialogue about the ontological situatedness, enactment, and production of knowledge within curriculum development.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 3: Methodologies and Ethics (The Shapes of Curriculum)

Chair

• Alan R. Foley, Syracuse University

Papers

• Positing An(other) Ontology Within Multicultural Science Education and/as Ethics-to-Come - Marc Roderick Higgins, University of Alberta

• Shaping the Promise of Equal Educational Opportunity: Researching Practice in National Curriculum Development - Tanya L.M. Samu, University of Auckland

• Transactions in Curriculum Design: A Self-Study to Deepen Understandings of Design-Based Research - Elizabeth Isidro, Western Michigan University