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Curriculum-making is a political exercise in which various groups in a society struggle over whose knowledge and values will be perpetuated through the school curriculum. As such, curriculum-making sometimes creates controversy. Controversy often accompanies the development of social studies curriculum because the purpose of social studies education is the preparation of the young for citizenship. Individuals disagree over what characteristics define the good citizen, as well as what knowledge and skills are necessary for effective citizenship. This study examines the political dimensions of social studies curriculum making in the controversy surrounding the development of the Virginia Standards of Learning for History and the Social Sciences. Using historical and qualitative methodology, the researcher collected and analyzed data from public documents, meetings of the Virginia Board of Education and its Advisory and Editing Committees, news articles, and transcripts from semi-structured interviews with eight key participants in the development of the social studies Standards of Learning. Analyses of these data sources showed that two primary groups struggled over control of the process of developing the standards, Governor Allen's education team and the professional social studies community under the leadership of the Virginia Consortium of Social Studies Specialists and College Educators. A third important force in the debate was the Virginia Board of Education, from which a small group of its members authored the final standards document. Further, this study showed two contextual influences on the Virginia social studies standards. The first was the Reagan rhetoric on academic crisis and educational reform through the establishment of tougher academic standards based on the traditional curriculum. The second was the recent controversy in Virginia over outcomes-based education. These two contextual influences combined to create a distrust of professional expertise. Three reciprocally related themes emerged from the data. Participants used power, rhetoric, and ideology to define the boundaries of the debate, control the process, name who could participate, and determine the outcome of the development process. Disagreements between the two major sides in the debate involved ideological differences over the nature of knowledge and learning and the nature of social studies education. There were also ideological differences among major participants over social issues like civil rights, gender issues, religion, and religious conflicts. / Ph. D.

SAMMANFATTNING  I den globala värld vi lever i idag behöver vi geografiska kunskaper i såväl samhället som på individnivå, för att på bästa sätt kunna bemöta en värld i ständig förändring. För att vuxna och framförallt unga människor av vår tid skall kunna se världen ur ett geografiskt perspektiv behöver vi ha en bra undervisning i geografi i vår svenska skola.   Tidigare forskning visar på vikten av att ha en bra balans mellan ämnet (geografi), läraren och eleven, samt av vilken betydelse lärares uppdateringar inom ämnet har för att ämnesinnehållet skall vara relevant i det samtida samhället. För att undersöka lärarnas val av innehåll och syn på framtiden utfördes en kvalitativ intervju med fyra gymnasielärare. En induktiv ansats användes vid intervjuanalysen för att finna det unika i lärarnas svar. När en analys av resultaten utfördes användes en deduktiv ansats för att se hur resultaten förhåller sig till olika geografididaktiska typologier. Analysen visar att geografiundervisningen gått från att, under tidigare kursplaner, ha varit baserad på faktakunskaper, naturdeterminism och delvis samhällsvetenskap, till ett i dagsläget mer sammanhållet geografiämne med dynamik, pluralism och konfliktperspektiv som grundar sig i aktuella händelser och samhällsdebatter. Resultaten i denna studie visar i stor utsträckning att dagens geografiundervisning handlar om att ge eleverna förutsättningar och kunskaper att bemöta framtidens utmaningar och för att möjliggöra en önskad framtid.   Nyckelord  Ämnesinnehåll, curriculum-making, geografiundervisning i framtiden, förmågor. / Abstract In the global world we live in today we need geographical knowledge of society, as well as from an individual perspective to be able to meet a world in constant change. For adults but especially for young people of today to be able to see the world from a geographical perspective there is a need for relevant education of the subject within the Swedish school system.  Previous studies show how important it is to have a good balance between the subject (geography), the teacher and the students, and the importance of the teacher’s up to date practice within the topic to be able to teach relevant subject matter. To study the teachers´ choices of content and their vision about the future, qualitative interviews were completed with four geography teachers at upper secondary level. An inductive approach was chosen for the analysis of the interviews to find unique qualities within their answers. When the analysis was conducted, and results gathered, a deductive approach was used to correlate the findings and how they may relate to different didactical typology within geography education.  The analysis deduces that geography education has moved away from being based on factual knowledge, nature- determinism and partly social science to a more cohesive geographical subject with dynamic, pluralism and conflict perspective that is based on current affairs and social debates. To conclude, the results in this study show that the geography education today, is fundamentally based around providing an education that will give students a clear framework, to build knowledge that will meet the challenges of the future and enable them to achieve a desired outcome. Keywords Subject content, curriculum-making, future geography education, capabilities

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This narrative inquiry explores teacher professional identity and curriculum making (Connelly & Clandinin, 1988) in the experiences of three itinerant band teachers. The narrative experiences of Grace, Cole, and Denise reflect the complexity of teaching in multiple schools and working within a curricular framework that is diverse and multi-faceted. While most classroom teachers work with one group of students in a single school, the travelling nature of itinerancy sets them apart from this standard. Benson (2001) argued that “limited involvement in any one single school site, places her or him in a significantly different position than the regular classroom teacher” (p. 3). Staying in tune with students, parents, and colleagues, while concurrently working in several school settings, can be a challenge for managing relationships, assessment practices, concert obligations, and school events (Roulston, 1998). An itinerant band program is a collection of stories with individual narratives being interwoven into a patchwork of identities, or narratively speaking, as people’s stories to live by (Clandinin & Connelly, 2000). Clandinin, Huber, Huber, Murphy, Murray-Orr, Pearce, and Steeves (2006) explained that curriculum making and identity making, acts that shape the stories to live by of teachers and children, are closely aligned. Students are immersed in musicking (Small, 1998) and curriculum making alongside their teacher. As stories are composed in unison, curriculum making represents "teachers' and students' lives together" (Clandinin & Connelly, 1992). Curriculum, viewed as a course of life (Connelly & Clandinin, 1988), involves the composition of identities and stories to live by. It is wrapped up with assessment making and identity making, with school stories intersecting with personal experience (Huber, Murphy, & Clandinin, 2011). Individual identities dance with the collective identity of the group as curriculum-as-lived (Aoki, 2012) is brought to life in the ensemble experience. Beyond the study of notes, rhythms, and technique, there is a web of interaction that pervades curriculum as it is embodied in the lives of students and teachers. It encompasses routine happenings in a rehearsal space, personal exchanges during recess breaks, recollections of events from past experiences, and future plans for the ensemble. It is coloured by the experience of itinerant teachers who weave parallel storylines across a series of learning landscapes. The complex nature of teaching initiates an ingrained inter-connectedness between personal and professional lives (Hargreaves, Meill, & MacDonald, 2002). Plotlines are blurred, making it difficult to distinguish between the two as they are inextricably linked by experience and emotion (Connelly, Clandinin, & He, 1997). Lack of a single, permanent teaching space calls for deeper exploration into implications for curriculum and teacher identity. Narratively inquiring into stories of itinerant band teachers is one approach that studies the contextual nature of identity. Storytelling represents a mode of knowing (Bruner, 1986). Each story is told from “a particular vantage point in the lived world” (Greene, 1995, p. 74), holding a plurality of experience and interpretation. Stories are closely tied to how teachers conceive themselves in the place of school (Connelly & Clandinin, 1999). Working on the periphery of collegial connections and the school community imparts physical and emotional tolls on professional identity. These factors contribute to an overall perception about the nature of itinerant teaching (Roulston, 1998). The shifting framework of itinerancy compounds the variable nature of teacher identity. Gathering artifacts and conversations about the storied existence of three itinerant band teachers, tensions appear over curriculum hierarchy, loss of instructional time and place, and collegial isolation. These are plotlines that exist within these school "borderlands" (Anzaldua, 1987). Contrapuntal lines of temporality, sociality, and place (Clandinin & Connelly, 2006) intersect with one another, some moving in relative harmony, while others create bumping points that influence perceptions of personal practical knowledge. Itinerant band teachers experience temporary shifts in self as they make sense of the fluid and changing world around them.

In this study I explored depictions of diversity in the Curriculum Studies programme of the BEdHons degree course at North-West University in South Africa. South Africa was and is still is facing the challenge of inequalities such as getting access to higher education institutions that were previously dominated by a white Christian Afrikaans-speaking group. The first democratic election in South Africa in 1994 brought about structural changes in society. These structural changes included the merging of tertiary education institutions such as colleges of education, technikons and universities. In view of South Africa’s history of divisions and injustices such as patriarchy, mono-religiosity and mono-ethnicism, it therefore seemed valuable to explore how diversity is depicted in higher education institutions. In 2012 a task team was set up by the dean of the Faculty of Education Sciences at the Potchefstroom Campus of North-West University. This team investigated how diversity was expressed in selected study guides of the undergraduate BEd degree programme offered at the Potchefstroom Campus to contact mode students. This study identified the need to explore how diversity is depicted at a postgraduate degree level. The primary purpose of my research was to explore empirically the extent to which diversity nuances of gender, religion and ethnicity are depicted in the Curriculum Studies programme of the BEdHons degree course. This involved exploring the depictions of diversity in study guides of the modules presented in the Curriculum Studies programme of the BEdHons degree course. In addition, I also looked into the depictions of diversity by lecturers presenting modules and students enrolled for the Curriculum Studies programme of the BEdHons degree course. The study was situated in a critical theory paradigm and utilised a qualitative research design with a critical ethnographic methodology. Three sets of data generation methods were employed: document research, semi-structured one-on-one interviews and focus group interviews. The two campuses of North-West University offering this programme were purposefully selected as my research environments. I employed purposeful sampling, and study guides utilised by lecturers and students in the Curriculum Studies programme of the BEdHons degree course formed the sample. Lecturers presenting modules and students enrolled for the Curriculum Studies programme of the BEdHons degree course were participants. Critical discourse analysis, underpinned by Fairclough’s (1992) three-dimensional conception of discourse, was the method of analysis. The conclusions were derived predominantly from the diversity nuances acculturation and rationality. Some of the conclusions were also derived from diversity as a nuance but to a limited extent. The conclusions vary from depictions on the chosen discourse of diversity, depictions relating to curricula and the multifaceted aspect of diversity. With regard to the depictions on the chosen discourses of diversity, it was evident that some lecturer participants were only fostering the aspects gender, religion and ethnicity of certain cultural groups, which caused some groups to be invisible. Student participants’ depictions were ideologically embedded as they preferred not to engage with diversity to eliminate certain issues. Lecturer participants also tended to include disadvantaged minority/majority groups to such a limited extent that they were almost non-existent. Furthermore, it appeared that lecturer participants excluded diversity to foster inclusion. Separation was also emphasised by student participants in that they were being forced to engage with diversity rather than wanting to or having a choice to engage with diversity or not. Reflecting on the conclusions arising from my study, I put forward a theoretical stance focusing on curriculum-making for social justice. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

In this study I explored depictions of diversity in the Curriculum Studies programme of the BEdHons degree course at North-West University in South Africa. South Africa was and is still is facing the challenge of inequalities such as getting access to higher education institutions that were previously dominated by a white Christian Afrikaans-speaking group. The first democratic election in South Africa in 1994 brought about structural changes in society. These structural changes included the merging of tertiary education institutions such as colleges of education, technikons and universities. In view of South Africa’s history of divisions and injustices such as patriarchy, mono-religiosity and mono-ethnicism, it therefore seemed valuable to explore how diversity is depicted in higher education institutions. In 2012 a task team was set up by the dean of the Faculty of Education Sciences at the Potchefstroom Campus of North-West University. This team investigated how diversity was expressed in selected study guides of the undergraduate BEd degree programme offered at the Potchefstroom Campus to contact mode students. This study identified the need to explore how diversity is depicted at a postgraduate degree level. The primary purpose of my research was to explore empirically the extent to which diversity nuances of gender, religion and ethnicity are depicted in the Curriculum Studies programme of the BEdHons degree course. This involved exploring the depictions of diversity in study guides of the modules presented in the Curriculum Studies programme of the BEdHons degree course. In addition, I also looked into the depictions of diversity by lecturers presenting modules and students enrolled for the Curriculum Studies programme of the BEdHons degree course. The study was situated in a critical theory paradigm and utilised a qualitative research design with a critical ethnographic methodology. Three sets of data generation methods were employed: document research, semi-structured one-on-one interviews and focus group interviews. The two campuses of North-West University offering this programme were purposefully selected as my research environments. I employed purposeful sampling, and study guides utilised by lecturers and students in the Curriculum Studies programme of the BEdHons degree course formed the sample. Lecturers presenting modules and students enrolled for the Curriculum Studies programme of the BEdHons degree course were participants. Critical discourse analysis, underpinned by Fairclough’s (1992) three-dimensional conception of discourse, was the method of analysis. The conclusions were derived predominantly from the diversity nuances acculturation and rationality. Some of the conclusions were also derived from diversity as a nuance but to a limited extent. The conclusions vary from depictions on the chosen discourse of diversity, depictions relating to curricula and the multifaceted aspect of diversity. With regard to the depictions on the chosen discourses of diversity, it was evident that some lecturer participants were only fostering the aspects gender, religion and ethnicity of certain cultural groups, which caused some groups to be invisible. Student participants’ depictions were ideologically embedded as they preferred not to engage with diversity to eliminate certain issues. Lecturer participants also tended to include disadvantaged minority/majority groups to such a limited extent that they were almost non-existent. Furthermore, it appeared that lecturer participants excluded diversity to foster inclusion. Separation was also emphasised by student participants in that they were being forced to engage with diversity rather than wanting to or having a choice to engage with diversity or not. Reflecting on the conclusions arising from my study, I put forward a theoretical stance focusing on curriculum-making for social justice. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Kunskaper om och perspektiv på skolämnet geografi är viktiga när relationen mellan lärare och ämne sätt i fokus, särskilt om lärares ämnesspecifika förståelse betraktas som bärande för hur geografiämnet blir till i skolan. Syftet med denna studie är att utforska hur geografilärares ämnesspecifika förståelse kommer till uttryck och kan förstås när lärare själva får reflektera över ämnet och undervisningen. Resultaten visar på en bred variation i hur lärare förstår och resonerar om det egna ämnet. Analysen uppvisar skillnader i hur denna förståelse kan tolkas där två av fynden rör hur vardagens geografier inkluderas samt geografiämnets roll som beredskapsämne. Till det förs en diskussion om det ömsesidiga beroendeförhållandet mellan vad lärare upplever som möjligt och tillåtet, den kapacitet de har att agera, samt geografilärarens roll som medskapare av ämnet.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Mestre em Estudos Linguísticos / Este estudo narrativo investigou a experiência de construção de um planejamento de aulas de inglês, delineado a partir das vozes de alunos do primeiro ano do ensino médio de uma escola da rede pública estadual de Minas Gerais. Por um período de dois meses, a professora participante e eu construímos um planejamento de aulas de inglês que buscou se aproximar de uma perspectiva interdisciplinar de ensino e escrevemos sobre esta experiência em diários, relatos e notas de campo. A partir do estudo deste material documentário, sob a perspectiva teórico-metodológica da pesquisa narrativa, segundo Connelly e Clandinin (2000), foi possível recontar nossas histórias com planejamentos e destacar alguns aspectos emergentes de nossa experiência. Ainda, compreender como estes aspectos figuraram na imagem do planejamento elaborado e reconfiguraram alguns paradigmas de planejamento de aulas de inglês da professora participante e meus. Algumas vertentes teóricas, ligadas a conceitos e práticas curriculares e interdisciplinares, são apresentadas e discutidas de modo a problematizar o foco em questão neste estudo. Perspectivas curriculares, segundo autores como Schawb (1962), Dewey (1938; 1976), Connelly e Clandinin (1988; 1995), Mello (2005) e, ainda, perspectivas interdisciplinares, segundo Japiassú (1976), Fazenda (1978; 1997) e Freire (1987; 1996) são destaques neste trabalho. Dentre os aspectos emergentes da experiência, que deram forma à imagem do planejamento das aulas de inglês, destacaram-se: o entusiasmo, as surpresas, insatisfações, a esperança, os aspectos responsorial e relacional do planejamento, a insegurança de aproximar língua inglesa e interdisciplinaridade e os desafios de se planejar aulas. Este estudo se encontra na área de ensino e formação de professores de línguas estrangeiras da Linguística Aplicada, poderá colaborar com discussões neste campo e, possivelmente, com a prática de professores de inglês como língua estrangeira.

This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.