Series editor(s): Dr Stefinee Pinnegar
Subject Area: Education
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|Title:||Attending to milieu: Living a curriculum of parents|
|Volume:||13 Editor(s): Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor ISBN: 978-0-85724-591-5 eISBN: 978-0-85724-592-2|
|Citation:||Debbie Pushor (2011), Attending to milieu: Living a curriculum of parents, in Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor (ed.) Narrative Inquiries into Curriculum Making in Teacher Education (Advances in Research on Teaching, Volume 13), Emerald Group Publishing Limited, pp.217-237|
|DOI:||10.1108/S1479-3687(2011)00000130014 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Purpose – The purpose of this chapter is to define and explain a curriculum of parents, its purpose and importance as an addition to teacher education curriculum, and how the author lives out this curriculum alongside teacher candidates.
Approach – The chapter gives an account of the author's narrative inquiry into the lived experiences of two teacher candidates who were engaged in a curriculum of parents.
Findings – The chapter highlights how the teacher candidates’ acceptance of dominant notions of parents as outsiders to the processes of schooling or as individuals to be wary or fearful of was interrupted by their experiences within a curriculum of parents. An account is given of their dis/positioning as they came to “un-know” their understandings of professional as someone with power and control and to reknow it as an act of standing together with parents; as a reflection of the “person to person.”
Research implications – This initial narrative inquiry makes visible how intentionally making and living out a curriculum of parents alongside teacher candidates impacts their beliefs and assumptions about parents and the way in which they position themselves as teachers in their work with parents and families.
Value – The value of the chapter is that it is the first work that has detailed a curriculum of parents. The chapter shows the major contributions such a curriculum can add to teacher education programs – as it moves the curricular commonplace of milieu from a subordinated position in relation to the other commonplaces of student, teacher, and subject matter to one of coordination.
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