ERIC Number: ED464089
Record Type: RIE
Publication Date: 2002-Apr-4
Reference Count: N/A
Value the "Unvalued": Is It Possible within a Context of Curriculum Change?
This paper draws on the findings from a collaborative research journey with two groups of primary school teachers and principals within a context of curriculum change in Hong Kong. The purpose of the paper is an invitation to stakeholders to reflect and act upon the findings that can have an impact on reconstructing teachers' work at various learning sites and at the policymaking level. The emphasis of the study was on critiquing and reconstructing teachers' curriculum work from an inside-out perspective within a context of curriculum change. The research performed in the study was embedded in local and international changing contexts, and was conceptualized with reference to western and eastern literature. Two research strategies, narrative and conversation, were used as navigational tools to engage participants in critical reflection collaboration, communication, and transformation. Teachers' stories were the foci of hermeneutic interpretation and thematic analysis. Transparency and ethical considerations were emphasized throughout the research described in the paper. Attributes of this type of study are also discussed. (Author/AA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).