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Article in Journal ()

Translating the Prescribed into the Enacted Curriculum in College and School

Citation
Edwards R (2011) Translating the Prescribed into the Enacted Curriculum in College and School, Educational Philosophy and Theory, 43 (Supplement s1), pp. 38-54.

Abstract
Drawing upon concepts from actor-network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways in which a position which eschews conventional distinctions e.g. between the human and non-human, and enacts an anti-foundationalist ontology provides the basis for a radical materialist understanding of the multiplicity of educational practices.

Keywords
Curriculum-making; Prescribed curriculum; Enacted curriculum; Actor-network theory; Token; Translation; Symmetry

StatusPublished
AuthorsEdwards Richard
Publication date12/2011
PublisherWiley-Blackwell
ISSN 0013-1857
LanguageEnglish

Journal
Educational Philosophy and Theory: Volume 43, Issue Supplement s1 (DEC 2011)

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