Conceptual Interventions

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Notes

Notes

1. With the exception of Airton, the authors of the other four articles do not represent their texts as conceptual intervention.

2. In my brief overview of the five conceptual interventions, I draw on excerpts for the texts of the articles to convey how the authors describe what I identify as the core conceptual intervention in each article.

3. In the literature, we find many examples of curriculum scholars who criticize the state for their interventions in the areas of curriculum and assessment policies or for their efforts to require teachers to follow “best” practices. “Best” practices themselves are often derived from research‐based interventions through controlled or quasi‐experimental studies where various instructional approaches are tested or compared for their impact on learning.

4. These interpretations of intervention are derived and adapted from the Merriam‐ Webster Dictionary, the Free Online Dictionary, and the Online Etymology Dictionary. “An intercession on behalf of another” is based on a 15th‐century reference to an intercessory prayer. Here it conveys a more general meaning of introducing an idea or construct that is intended to support or help another. “Care provided to improve a situation” emerges from medicine and the use of a procedure or application to help patients deal with illness or injury. In this context, I use it to highlight ideas or constructs that are developed to better understand and consequently improve a condition, set of circumstances, or phenomenon. “Modification for development” refers to an idea or construct that enables us to reconceptualize how best to move forward.

5. See pp. 641–668 for Nigh’s discussion of the distinctions between emotions and feelings, and the value she sees in examining experiences in relation to feelings. For example, she states: “In a feeling state of consciousness, emotions are not immediately named or analyzed but experienced within the body and permitted to flow with the rest of subjective experience” (pp. 647–648).