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Curriculum-making worlds: A narrative inquiry into children's experiences outside of school Open Access


Other title
Narrative inquiry
After School
Out of School
Type of item
Degree grantor
University of Alberta
Author or creator
Pinnegar, Eliza A.
Supervisor and department
Clandinin, Jean (Elementary Education)
Examining committee member and department
Huber, Janice (Elementary Education)
Caine, Vera (Nursing Faculty)
Glanfield, Florence (Secondary Education)
Department of Elementary Education

Date accepted
Graduation date
2016-06:Fall 2016
Doctor of Philosophy
Degree level
Research on children’s curriculum-making experiences as they move from home, school, Out of School Care (OSC) and community activities is sparse. In this study, I worked from a view of curriculum as a course of life (Connelly & Clandinin, 1988; Clandinin & Connelly, 1992) in order to inquire into the curriculum-making experiences of children. The study drew on Dewey’s (1938) theory of experience with two criteria of interaction and continuity, and Schwab’s (1973) four commonplaces. The research puzzle was to learn about the curriculum-making experiences of children within home, Out of School Care (OSC), and community activities. Narrative inquiry (Clandinin & Connelly, 2000), understood as both methodology and phenomenon, is a relational research methodology for the study of experience. I inquired into the experiences of three children in order to understand the children’s experiences of their daily moves from school to the OSC, in the OSC, in their homes and community activities. Field texts (data) included field notes taken of observations of events alongside children at the OSC, at home, and at community activities. Working within the three-dimensional narrative inquiry space (temporality, sociality, and place), I moved from field texts to co-composing narrative accounts and final research texts. I identified multiple worlds that each child experienced using Lugones’ (1987) conceptualization of worlds and world travelling. In a further analysis, I identified features of curriculum making that the children experienced in each of their worlds. Mainly, the experiences within worlds shapes the overall curriculum or life making of the child which is always changing. The commonplaces within each child’s worlds shift and influence the curriculum-making of the child. Based on the research I understand that children live out curriculum-making experiences in multiple places including the OSC, home, and other community activities. Children live out curriculum making experiences across multiple places such as the OSC, home, and other community places. More research is needed to understand the curriculum-making experiences of children in the multiple worlds they inhabit, including their moves from school to the OSC, within the OSC and in their moves to their homes and community activities.
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