Knitting Curriculum: Storied Threads of Pre-Service Art Teaching

Lisa M LaJevic, Kimberly Powell

Abstract


In this paper, we explore a knitted curriculum. Connecting the traditional craft of knitting with meaning-making, art, and activism, we attempt to understand live(d) curriculum through two pre-service teachers' unique experiences. Based on a larger qualitative study that studies how pre-service art teachers make meaning and sense of their student teaching experiences, we investigate how student-teachers challenge traditional attitudes toward knitting and art, and explore the role knitting played in their development as art teachers. While the focus of the paper is on knitting as a curricular subject, we also rethink curriculum metaphorically through a knitted framework. Conceptualizing curriculum as "knitted" provides insight into the relational, embodied aspects of curriculum-how curriculum exists within and around each teacher and student in their everyday lives and the embedded intertwined threads of culture and society.


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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
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ISSN: 1942-2563