the curriculum as contested narrative by paul prinsloo
TRANSCRIPT
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The curriculum as contested narrative
By Paul Prinsloo
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Some see Service learning as…
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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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Different angles to Service-learning
Learning theories
• Experiental learning
• Situated cognition
• Apprenticeship learning
Higher education
• The ivory tower
• Applying theory to practice
• Community service
Market demands
• Skills
• Graduates should land on their feet
• Commercialisation
Government
• Skills shortages
• Through-put concerns
• Unemployed graduates
Students
• Need for work experience
• Unemployed graduates
• Un-prepared…
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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?
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• 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?
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Feeling sheepish about Service-learning?
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A possible way forward…
Learning as negotiating/ negotiated narratives
• Enactivism
• Participatory networks of learning
• Seven layers of engagement…
• Four ways of coming to know
The curriculum as emerging narrative of/ for the future
• Planning for impact
• Kellogg’s Model meet Activity theory
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The curriculum as contested space…
The market• Skills.
• Performativity.
• Consumption.
• Neo-capitalism.
The government
• National imperatives.
• Agents of capital.
• The end of the welfare state.
The academy• The death of theory.
• The survival of the discipline.
• Certification.
• Standardisation.
• The market as master.
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Actions
Problems
Contexts
Roles
Tools
Rules
Stakeholders
SelfPeers
Texts
IMPACT
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…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.
The curriculum as…
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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.
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The curriculum as…
1. 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 …
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2. 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.
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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.
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“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)
Dynamic ecologies of learning where…
Such a curriculum results in…
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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.
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Towards an ecology of learning…
Learner
Him or herself
Peers
Textsresources
Facilitatorsof
learning
CommunityInstitution
Discourse
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Conceptual
Practical
Perceptual
Affective
Four ways of coming to know…
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An ecology of learning…
Learner
Him or herself
Peers
Textsresources
Facilitatorsof
learning
CommunityInstitution
Discourse
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Teaching as banking education
Educator
Learner
Aim: A fulfilled individual, e.g.Obedient civil servantsSkillful technicians
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Manager’s story
Other manager’s stories
Academic concepts and theory
Negotiated narrative
Group learning
Negotiating/negotiated narratives
Adopted from Watson 2001:388)
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An ecology of learning…
Learner
Him or herself
Peers
Textsresources
Facilitatorsof
learning
CommunityInstitution
Discourse
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Paul Prinsloo
Institute for Curriculum and Learning Development (ICLD)
TVW 04-069, Unisa
+27 12 429 3683
+27 82 3954 113
Thank you.