ABSTRACT
The assumption of the curriculum as a process places the development of innovation in its course and its conditions in the foreground. Collaboration in a curriculum process is based on the assumption that teachers’ voices are valid in the debate about reforms. Collaboration means that teachers’ actions extend beyond classroom teaching and allow partnership-based curricular design and planning in public space with other colleagues, teacher educators, educational researchers and other persons. P. Posch noted that school-based environmental projects in environmental education put transmission of knowledge into the background in favor of personal experiences, interdisciplinary learning, research, social interaction and collaboration. Curricular planning and policy documents refer to prescribed situations of learning leaving no additional scope for context-specific conditions. Justification of curriculum in a public space can be realized in a deliberative setting for shared meaning-making with actors from schools, teacher education, academia, politics and daily life. Through conditions of communication, an understanding is linked with social legitimation in public space.
