ERIC Number: ED359548
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Negotiating a Permeable Curriculum: On Literacy, Diversity, and the Interplay of Children's and Teachers' Worlds. Concept Paper No. 9.
Dyson, Anne Haas
Exploring the concept of a "permeable" curriculum, this paper provides concrete examples of the social and cultural challenges of a curriculum that allows for the interplay between teachers' and children's language and experiences. The paper uses a recent study in an urban primary school to provide an illustration of the diverse kinds of social goals that energize young children's language use. The paper focuses on the children's composing, the diverse kinds of cultural material they draw upon, and the ways in which teachers may work to enact a permeable curriculum in which the worlds of teachers and children come together in instructionally powerful ways. The first section of the paper provides a perspective on children and on literacy in which children are social negotiators, addressing others as they explore and exploit the power of symbolic tools as social mediators. The next two sections feature the curricular negotiations of Eugenie (a second-grader), her peers, and her teachers. The final section of the paper elaborates on the theoretical substance of the permeable curriculum. Six figures presenting students' drawings and one table illustrating that words like "audience" and "sense" do not have generic meaning are included. Contains 55 references. (RS)
Descriptors: Curriculum Development, Language Usage, Literacy, Primary Education, Social Experience, Teacher Student Relationship, Urban Education, Writing Instruction
National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 33037: $4.95 member, $6.95 nonmembers).
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.