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.
In every case, copyright of work appearing in JCT is retained by the author. In accordance with its mandate to promote discussion on matters of curriculum, the Foundation for Curriculum Theory permits limited reproduction of parts of JCT. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged.
For information regarding more extensive copying or reproduction for other purposes, contact:
editors@jctonline.org
