文章基本信息

标题：Understanding Curriculum as a Polyphonic Text: Curriculum Theorizing in the midst of Standardization
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作者：Jeong-Hee Kim ; Deborah Abernathy
期刊名称：Journal of Curriculum Theorizing
电子版ISSN：1942-2563
出版年度：2012
卷号：28
期号：1
语种：English
出版社：Foundation for Curriculum Theory
摘要：Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} We live with the language of standards and standardization. This paper is a collaborative curriculum theorizing effort between a teacher educator and a high school teacher in the era of standardization. In this article, drawing upon narrative inquiry and the Bakhtinian notion of polyphony , we challenge the domination of the meta-narrative of standardization that works as an official force and explore possibilities of understanding curriculum as a polyphonic text. We argue that curriculum as a polyphonic text requires that different voices be heard without having one voice privileged over the others, producing no final, complete truth, thus promoting a genuine dialogue among stakeholders to improve curriculum.