Shifting Responsibilities: Researching Accountability in Three Acts

Lisa Weems

Abstract


In this paper, I utilize Nancy Frazier's conception of multiple publics to investigate the terrain of educational research and how educational researchers might utilize such a framework to think differently about our work.  I envision this framework as a problematic of "shifting responsibilities" in terms of what has been done and what is necessary to move forward.  Shifting responsibilities suggests that the discourse practices of "accountability" are not static or fixed, but rather consist of rhetoric and imagery that is invoked at particular times and spaces to refer to how various citizen-subjects can and should be responsible to educational publics.


Full Text:

PDF



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563