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The curriculum as contested narrative

The curriculum as contested narrative. By Paul Prinsloo. Some see Service learning as…. In this paper, we will explore…. The context of Service-learning. The curriculum as emerging narrative of/for the future. Learning as negotiating/negotiated narratives.

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The curriculum as contested narrative

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  1. The curriculum as contested narrative By Paul Prinsloo

  2. Some see Service learning as…

  3. In this paper, we will explore… • The context of Service-learning. • The curriculum as emerging narrative of/for the future. • Learning as negotiating/negotiated narratives.

  4. Different angles to Service-learning • Learning theories • Experiental learning • Situated cognition • Apprenticeship learning • Higher education • The ivory tower • Applying theory to practice • Community service • Students • Need for work experience • Unemployed graduates • Un-prepared… • Market demands • Skills • Graduates should land on their feet • Commercialisation • Government • Skills shortages • Through-put concerns • Unemployed graduates

  5. Seems like a good idea, but… • How do you prevent Service-learning to be an add-on? • Where do you find employer-partners for 14 000 Economics 101 students in an ODL institution? • How do you prevent them becoming cheap labor? • How do you address the high expectations – of the market, the students, the government, Higher education?

  6. At present there is very little in the curriculum of Economics 101 that students will be able to apply… • Outstanding credits and the through-put rate – all dressed up and nowhere to go… • Practice does not make perfect (Britzman) • Requires a team approach to curriculum development – power-games • If it does not carry any credits – why will they do it?

  7. Feeling sheepish about Service-learning?

  8. A possible way forward… • The curriculum as emerging narrative of/ for the future • Planning for impact • Kellogg’s Model meet Activity theory • Learning as negotiating/ negotiated narratives • Enactivism • Participatory networks of learning • Seven layers of engagement… • Four ways of coming to know

  9. The curriculum as contested space… • The academy • The death of theory. • The survival of the discipline. • Certification. • Standardisation. • The market as master. • The government • National imperatives. • Agents of capital. • The end of the welfare state. • The market • Skills. • Performativity. • Consumption. • Neo-capitalism.

  10. Actions Stakeholders Problems Self Contexts Peers IMPACT Texts Roles Rules Tools

  11. The curriculum as… …a transitional, emergent, temporal space in which learners have integrated, authentic, multidimensional learning-experiences. A curriculum results in the transformation of the individual and society. A curriculum flows from, perpetuates and results in socioeconomic and political belief-systems and structures.

  12. The curriculum as… 1. An occasioned, noisy agora. 2. A dynamic, interdependent and interrelated system within systems. 3. Multilayered and multi-dimensional spaces for engagement.

  13. The curriculum as… • An occasioned, noisy agora • Learning cannot be caused but can be occasioned. • Not all learning I plan for, will happen… • Some of the learning I plan for may happen… • There is also learning I did not plan for …

  14. A dynamic, interdependent and interrelated system within systems • The group of learners as systems within a system within a system – interrelated, interdependent. • Change in one… • Different loci of control. • Learners-in-relationships-in-contexts.

  15. 3. Multilayered and multidimensional, transitional space for engagement. • Participative networks of learning in context. • Not Moses coming from the mountain… • but as negotiated and negotiating narratives.

  16. Such a curriculum results in… Dynamic ecologies of learning where… “coming to know” is the result of participative networks of action in which the identity of the learner and the environment co-emerge “in enactments of cognition. (Varela, Thompson and Rosch 1991)

  17. Enactivism in a nutshell • The relationship between an entity and its surroundings. • Within these dynamic relationships and interactions, ->autopoeisis. • These continuous changes in the entity to stimulation from its surroundings = learning. • Constant modification of the entity’s structure. • The entity and its context continuously co-emerge.

  18. Towards an ecology of learning… Peers Facilitators of learning Him or herself Learner Discourse Texts resources Institution Community

  19. Four ways of coming to know… Conceptual Practical Perceptual Affective

  20. An ecology of learning… Peers Facilitators of learning Him or herself Learner Discourse Texts resources Institution Community

  21. Teaching as banking education Educator • Aim: A fulfilled individual, e.g. • Obedient civil servants • Skillful technicians Learner

  22. Negotiating/negotiated narratives Other manager’s stories Manager’s story Negotiated narrative Academic concepts and theory Group learning Adopted from Watson 2001:388)

  23. An ecology of learning… Peers Facilitators of learning Him or herself Learner Discourse Texts resources Institution Community

  24. Thank you. Paul Prinsloo Institute for Curriculum and Learning Development (ICLD) TVW 04-069, Unisa prinsp@unisa.ac.za +27 12 429 3683 +27 82 3954 113

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