1st Edition

School-Based Deliberative Partnership as a Platform for Teacher Professionalization and Curriculum Innovation

    180 Pages 6 B/W Illustrations
    by Routledge

    178 Pages 6 B/W Illustrations
    by Routledge

    Using cutting-edge and frontline research relating to present day problems in educational systems, this volume provides a critical discussion about political alternatives in education to neoliberalism. Based on Engeström’s Cultural Historical Activity Theory (CHAT), a theory that has potential for new areas of educational research, this book explores a conceptual framework of curriculum innovation in school practice that focuses on processes of mutual meaning-making as boundary crossing between partners from different communities.

    Focusing on active professionalization and continuing professional learning of teachers as subjects, agents, extended professionals and curriculum makers in school-based deliberative partnerships with one another and with other educational partners inside and outside school, this volume is divided into eight accessible chapters and covers topics such as political and curricular considerations about educational change, deliberative partnership as a new way for reform, prospects for an innovative curriculum process and putting into action deliberative partnership-based curricular innovation.

    This volume is the perfect addition for teachers, teacher educators, researchers and practitioners who are looking to explore beyond the viewpoint that teachers operate in singular communities and the potential and possibility of an alternative framework for teacher learning in the future.




    Political and curricular considerations about educational change

    A deliberative turn for teacher education as boundary crossing

    Curricular presuppositions and concepts for collaboration in partnership

    Preparatory annotations about the structure of the book


    Situational factors to be considered for curricular processes of school improvement

    The changing role of school subjects and educational policy

    Structural conditions of an educational system

    Systems for control and accountability of schools

    Neoliberalism: Free market criteria for a human capital theory argument


    Deliberative partnership as a new way for reform

    Deliberative practice of curricular innovation

    Higher order teacher deliberation


    Prospects for an innovative curriculum process

    Collaboration in the context of school practice

    Context-specific curricular processes

    Restoration of the public in curriculum innovation


    A framework for partnership-based curricular innovation

    Partnership as productive collaboration

    Curriculum innovation as deliberative partnership in multiple communities


    Models for innovative planning based on partnership

    Boundary Crossing Laboratory and Learning Studio as activity systems

    The Curriculum Workshop as a process approach for deliberative curricular innovation

    Applications of the Curriculum Workshop in teacher education projects

    Perspectives for the use of the Curriculum Workshop in school innovation

    Specifying partnership as collaborative boundary-crossing in an extended Curriculum Workshop

    Crossing Boundaries in Science Teacher Education CROSSNET


    Putting into action deliberative partnership-based curricular innovation

    Partnership as boundary crossing in the European project GIMMS

    Partnership in Learning between School and University (PLUS)


    Prospects for higher order curriculum innovation and deliberative partnership




    Geraldine Mooney Simmie is a senior lecturer at the School of Education, University of Limerick, Ireland.

    Manfred Lang, now retired, was senior researcher of the Leibniz Institute for Science and Mathematics Education (IPN) at the University of Kiel, Germany.