A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers
| Autor: | Catherine Stewart, Caroline Walker‐Gleaves |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Multiple disabilities
05 social sciences Perspective (graphical) Subject (philosophy) 050301 education Special education Education Learning disability Pedagogy Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences Narrative medicine.symptom Psychology 0503 education Lying Curriculum 050104 developmental & child psychology |
| Zdroj: | British Journal of Special Education. 47:350-375 |
| ISSN: | 1467-8578 0952-3383 |
| DOI: | 10.1111/1467-8578.12313 |
| Popis: | This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ?curriculum-in-action?, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ?special curriculum? to be truly responsive to pupils' needs within this complex pedagogical environment. |
| Databáze: | OpenAIRE |
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