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Negotiating place and space in a school-wide curriculum innovation: a place for the animals

Lynch, Julianne and Herbert, Sandra 2013, Negotiating place and space in a school-wide curriculum innovation: a place for the animals, in AARE 2013 : Shaping Australian Educational Research : Proceedings of the Annual International Conference., AARE, Melbourne, Vic.

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Title Negotiating place and space in a school-wide curriculum innovation: a place for the animals
Author(s) Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Conference name Australian Association for Research in Education Annual International Conference (2013 : Adelaide, SA)
Conference location Adelaide, SA
Conference dates 1-5 Dec. 2013
Title of proceedings AARE 2013 : Shaping Australian Educational Research : Proceedings of the Annual International Conference.
Publication date 2013
Conference series Australian Association for Research in Education Annual International Conference
Publisher AARE
Place of publication Melbourne, Vic
Keyword(s) curriculum education
de Certeau
critical science education
teacher practice
Summary School-wide curriculum innovations are complex fields of practice, held together by a cast of heterogeneous actors who put various and diverse discourses to work in their everyday efforts to shape their work. This paper draws upon ethnographic data collected in a large regional primary school that since the beginning of 2012 has implemented a school-wide science specialism. In this paper, we focus on one feature of the initiative - classroom animals. We explore the discursive construction of ‘classroom animals' in relation to teachers work and student learning, framing our discussion around three dichotomies found in the data that raise questions about: the nature of science education; what it means to be a good teacher in this context; and, what it means to be a good classroom animal. Tensions between canonical, disciplinary approaches to science education and broader, cross-curricular and critical approaches contribute to the broad context of this paper, and implications for embedding science teaching and learning in the everyday work of primary teachers and students are discussed.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930399 Curriculum not elsewhere classified
HERDC Research category E3 Extract of paper
Persistent URL http://hdl.handle.net/10536/DRO/DU:30060364

Document type: Conference Paper
Collection: School of Education
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Created: Tue, 11 Feb 2014, 19:50:29 EST by Julianne Lynch

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