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Complicity: An International Journal of Complexity and Education, v11 n1 p59-84 2014

This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent in two ways: (1) in its deliberate intention to foster new learning, activities and teaching without knowing or dictating exactly what will emerge, and (2) in the sense that curriculum is an ever-evolving reality that is brought forth in the ongoing interactions of the six coupled facets. A self-organising curriculum enables a teacher to create "a space for running" and foster "interactive running in that space" to meaningfully honour both the requirements set by authorities and the interests of children and teachers, rather than a pre-determined curriculum. This model of curriculum was developed and is discussed in the context of early childhood curriculum in Aotearoa New Zealand.

Descriptors: Foreign Countries, Early Childhood Education, Preschool Curriculum, Curriculum Design, Curriculum Development, Course Content, Course Organization, Learning Activities, Learning Processes, Units of Study, Teacher Behavior, Achievement Gains, Academic Achievement, Systems Approach, Educational Practices, Educational Philosophy, Pedagogical Content Knowledge

University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: complicity.journal[at]gmail.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity





Author: Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1005&id=EJ1074487



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