ABSTRACT
Introduction: examining the curriculum terrain The unifying theme for this discussion is ‘critique’, an approach to enquiry which is conducted in ways which have the potential for improved practice based upon enlightened understandings. Critique, in this instance, is evolved as a result of collaboration between enquirers, wherein they investigate in a manner which is predicated upon self-reflective and socioculturally reflexive deliberation. (The construct ‘reflexive’ refers to the practice of being able to perceive not only that one’s personal history is influential in shaping one’s world view, but also that this history is located in the midst of a larger sociocultural canvas which too must be deliberated upon.)
Curriculum work spans a great variety of perspectives and practices which may be contrasted in several ways. For some it presents itself as a series of segmented activities bounded by technical guidelines and is largely unproblematic. For others it is perceived as an intricate web of actions, apparently seamless and credible, but paradoxically subject to a plethora of opposing tensions and pressures.
