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ERIC Number: ED422623
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
Creating Space for the Voices of Significant Stakeholders in Curriculum Leadership.
Macpherson, Ian
This paper reports on collaborative, school-based research in an Australian Research Council-funded project that focused on curriculum leadership for effective learning and teaching. Although the research addressed certain questions about the nature of curriculum leadership and its representation in varied teaching/learning contexts, it raised others concerning major stakeholders'"readiness" to engage in curriculum leadership action. This paper explores how and to what extent stakeholders (teachers, students, and parents) perceive they are included in curriculum decision making. The study is set within a critical, collaborative action-research approach based on small-group discussions held in four cultural contexts: Brisbane (Australia); Hong Kong; Cambridge (United Kingdom); and Phoenix, Arizona (USA). These discussions produced some propositions regarding stakeholder place, readiness, and potential. Regarding place, curriculum leadership is a shared phenomenon within a teaching/learning community that encourages everyone's participation, even those with dissonant voices. Readiness means developing competence, confidence, esteem, and reflective capacity. Stakeholders have the potential to become empowered and develop a sense of community, recognition, and empathy. Included are "windows" summarizing each site's discussion. (Contains 56 references.) (MLH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona (Phoenix); Australia; Hong Kong; United Kingdom (Cambridge)