Co-Curriculum-Making’s Lessons: Deweyan Roominess Fostering the Needed Sensemaking Terrain for Constructing Educational Possibilities

• In Event: New Ways of Seeing Dewey

Abstract

The “co” in co-curricular-making will be unpacked through turning to 1) traditions concerning the aesthetics of human understanding; 2) Dewey’s body of work emphasizing anti-dualisms; and 3) to found kinships with Indigenous ways of knowing and being. Conditions, modes, and habits emerge for 100 participating k-12 educators supporting knowledge-making, reconceptualizing curriculum as a moving sense-making journey interdependent with other(s). These conditions, modes, and habits insist on “roominess,” Dewey’s (1934) concept fostering the needed space and time for educators, students, and communities to traverse the curricular terrain together, orienting towards individual/collective growth and well-being through co-constructing possibilities. Such curricular terrain holds learner/learning significances for dismantling patterns of racism and injustice in school and community settings.

Author

• Margaret A. Macintyre Latta, University of British Columbia - Okanagan