ABSTRACT
However, an alternate view holds that instruction is an integral part of a broader curricular process. In this process, curriculum is a dynamic consisting of subject matter, student, teacher, and learning milieu (Lampert 2001; Schwab 1962; Clandinin and Connelly 1992). Teachers play a role in both the formulation of curriculum and its enactment, thus nullifying any duality between these two domains. This approach also reformulates the conception of teacher as something inseparable from the curriculum (Clandinin and Connelly 1992; Zumwalt 1988). In this view of curriculum and instruction, the distinction between material and methods, curriculum and instruction, is erased (Clandinin and Connelly 1992). The interactions of the various contexts within this dynamic create a lived curriculum that emerges at least as much as it is planned. Teachers do not “deliver” this curriculum-they, along with their students, experience it, becoming its participants (Clandinin and Connelly 2000). In this view of instruction, the social aspects of the curriculum are at least as important as those related to classroom books and materials.
