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dc.contributor.authorHizli Alkan, Sinemen_UK
dc.description.abstractProfessional networks of teachers have been well documented in education studies but there is still a need for a fine‐grained analysis of teachers’ ego‐networks in the context of curriculum making. It is important to understand the nature and dynamics of teachers’ connections and how teachers mediate their practices accordingly. This study employed a qualitative approach to examine eight secondary school teachers’ ego‐networks from Scotland and Wales, which were constructed to talk about curriculum making. The aim of this study is to explore curriculum making as relational practice and to examine the structure, composition and the content of teachers’ networks by drawing upon a critical realist perspective. Findings suggested that the qualities the relationships possess (relational goods & evils), context (national and organisational) and teacher agency are the three mechanisms to understand how teachers‐mediated curriculum making through their ego‐networks.en_UK
dc.relationHizli Alkan S (2020) Curriculum making as relational practice: a qualitative ego-network approach. The Curriculum Journal.
dc.rightsThis item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.subjectcurriculum makingen_UK
dc.subjectteacher agencyen_UK
dc.titleCurriculum making as relational practice: a qualitative ego-network approachen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreason[Curriculum making_network_SHA.pdf] Publisher requires embargo of 24 months after formal publication.en_UK
dc.citation.jtitleCurriculum Journalen_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.funderScottish Governmenten_UK
dc.contributor.funderUniversity of Stirlingen_UK
dc.description.notesOutput Status: Forthcoming/Available Onlineen_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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