Search results for: Nuttall Nason Pamela

Understanding curriculum as a complex relational dynamic that is shaped by the multiple social and cultural contexts in which teachers and learners dwell, and mindful of the ways in which our discursive practices simultaneously include and exclude, the authors accepted, as an ethical matter, our responsibility to create spaces for critical conversations in which practitioners' voices can be heard. The authors consider the possibilities of emancipatory and collaborative action research with practitioners.