Believe, Inspire, Create, Celebrate — Fields of play in education: be(com)ing curriculum within pedagogy of promise
| dc.contributor.advisor | Rose, Sherry | |
| dc.contributor.author | Hirst, Sally | |
| dc.date.accessioned | 2023-03-01T16:17:31Z | |
| dc.date.available | 2023-03-01T16:17:31Z | |
| dc.date.issued | 2015 | |
| dc.date.updated | 2016-04-22T00:00:00Z | |
| dc.description.abstract | The aim of this project is to present a reconceptualized perspective of the powers and technologies that play on educational beliefs, inspiration, creativity, and celebrations in schooled practices. I make a proposal for educator-learners to revisit their ethical responsibility to children, themselves, and education through thoughtful and playful opportunities in pedagogy of promise. The school mission statement Believe, Inspire, Create, Celebrate guided a professional community of educator-learners as we honored children, designed spaces that inspired authentic learning activities, and nurtured an inclusive environment. My growing concern with universalizing discourses provoked a curiosity about the powers that determined teaching practices under these tenets, became contested as learning opportunities. I navigate between the contested spaces of my lived experiences within the classroom, and as a member on provincial/district committees, (re)searching connections between intended and actual effects of practices and policy. Are there common grounds, or is this a space in need of negotiation? This project contains a review of reconceptualist literature, within the narrative wanderings drawn from my lived experience, as I explore intentions, interpretation, and identity that shape educational practice. I highlight promises from provincial curricula documents that support the tenets of emergent curriculum, as practiced through a Reggio Emilia approach. As I attend to the complexities of complexing learning/curriculum/childhood, I remain open to rhizomatic possibilities that reframe meanings, interrogate views, and propose pedagogical practices that invite children into the learning process; as people with rights and authentic knowledge. The project invites readers to consider similar opportunities for be(com)ing curriculum with(in) reconceptualized beliefs as learner-researchers. | |
| dc.description.copyright | © Sally Hirst, 2015 | |
| dc.description.note | A Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education In the Graduate Academic Unit of Education | |
| dc.format | text/xml | |
| dc.format.extent | vii, 59 pages | |
| dc.format.medium | electronic | |
| dc.identifier.oclc | (OCoLC)1333447090 | en |
| dc.identifier.other | Thesis 9688 | en |
| dc.identifier.uri | https://unbscholar.lib.unb.ca/handle/1882/13342 | |
| dc.language.iso | en_CA | |
| dc.publisher | University of New Brunswick | |
| dc.rights | http://purl.org/coar/access_right/c_abf2 | |
| dc.subject.discipline | Education | |
| dc.subject.lcsh | Education--Study and teaching. | en |
| dc.subject.lcsh | Reggio Emilia approach (Early childhood education) | en |
| dc.subject.lcsh | Curriculum planning. | en |
| dc.title | Believe, Inspire, Create, Celebrate — Fields of play in education: be(com)ing curriculum within pedagogy of promise | |
| dc.type | master thesis | |
| thesis.degree.discipline | Education | |
| thesis.degree.fullname | Master of Education | |
| thesis.degree.grantor | University of New Brunswick | |
| thesis.degree.level | masters | |
| thesis.degree.name | M.Ed. |
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