Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/7574
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Curriculum Making as the Enactment of Dwelling in Places
Authors: Ross, Hamish
Mannion, Greg
Contact Email: gbgm1@stir.ac.uk
Keywords: Dwelling
Heidegger
Place
Attunement
Enskilment
Curriculum making
Curriculum
Issue Date: May-2012
Publisher: Springer Verlag
Citation: Ross H & Mannion G (2012) Curriculum Making as the Enactment of Dwelling in Places, Studies in Philosophy and Education, 31 (3), pp. 303-313.
Abstract: This article uses an account of dwelling to interrogate the concept of curriculum making. Tim Ingold's use of dwelling to understand culture is productive here because of his implicit and explicit interest in intergenerational learning. His account of dwelling rests on a foundational ontological claim-that mental construction and representation are not the basis upon which we live in the world-which is very challenging for the kinds of curriculum making with which many educators are now familiar. It undermines assumptions of propositional knowledge and of the use of mental schemas to communicate and share. At the level of critique, then, dwelling destabilizes contemporary ideas of curriculum as textual, pre-specified content for transmission or pre-defined objectives or standardized activity. The positive claims of dwelling are equally challenging, for these are that the world is a domain of relational entanglement in which an organism can be no more than a point of growth for an emergent ‘environment', and meaning only inheres in these relations. The paper articulates how differentiation (of learner, salient meanings, knowledge, skill and place) are possible in such an ontology, and how curriculum making can be understood from this perspective as being the remaking of relationships between these.
Type: Journal Article
URI: http://hdl.handle.net/1893/7574
URL: http://www.scopus.com/inward/record.url?partnerID=yv4JPVwI&eid=2-s2.0-84861005663&md5=51378b76c0fac457609d9e2751ae89ae
DOI Link: http://dx.doi.org/10.1007/s11217-012-9295-6
Rights: Publisher policy allows this work to be made available in this repository. Published in Studies in Philosophy and Education by Springer; The original publication is available at www.springerlink.com
Affiliation: University of Edinburgh
Teaching Qual for further Education

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