This thesis is a qualitative case study of curriculum change within a contemporary Australian university. The curriculum change involved a repositioning of early childhood teacher education into a course structure that would qualify teachers to work across both the early childhood and primary years. The study explores the ways some of the institutional social practices of a university at a particular socio historic moment constructed ways of 'being' for the people involved in the change process. In particular, the research investigates language as a social practice within the university and focuses on the ways university curriculum texts privileged some discourses over others, legitimating particular versions of teaching and excluding others.
| Identifer | oai:union.ndltd.org:ADTP/269106 |
| Date | January 2008 |
| Creators | Krieg, Susan |
| Source Sets | Australiasian Digital Theses Program |
| Language | EN-AUS |
| Detected Language | English |
| Rights | Copyright Susan Krieg 2008 |
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