Curriculum making as social practice: complex webs of enactment

References

• Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Biesta, G. J. J. (2004). Education, accountability and the ethical demand. Can the democratic potential of accountability be regained ? Educational Theory, 54, 233–250.
   Google Scholar
• Biesta, G. J. J. (2010). Good education in an age of measurement: Ethics, politics, democracy. London: Paradigm Publishers.
   Google Scholar
• Bowe, R., Ball, S., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. London: Routledge.
   Google Scholar
• Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011). Taking context seriously: Towards explaining policy enactments in the secondary school. Discourse: Studies in the Cultural Politics of Education, 32, 585–596
   Web of Science ®Google Scholar
• Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25, 547–560.
   Web of Science ®Google Scholar
• Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. Jackson (Ed.), Handbook of curriculum (pp. 363–461). New York, NY: Macmillan.
   Google Scholar
• Craig, C. J. (2010). Teachers as curriculum makers. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 867–869). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Goodlad, J. I. (1984). A place called school: Prospects for the future. New York, NY: McGraw-Hill.
   Google Scholar
• Gundem, B., & Hopmann, S. (Eds.). (2002). Didaktik and/or curriculum, an international dialogue ( Vol. 41). American University Studies: Series 14, Education. New York, NY: Peter Lang.
   Google Scholar
• Huebner, D. (1976). The moribund curriculum field: Its wake and our work. Curriculum Inquiry, 6, 153–167.
   Web of Science ®Google Scholar
• Kliebard, H. M. (1975). Metaphorical roots of curriculum design. In W. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 84–85). Berkeley, CA: McCutchan Publishing Corporation.
   Google Scholar
• Leat, D., Livingston, K., & Priestley, M. (2013). Curriculum deregulation in England and Scotland: Different directions of travel? In W. Kuiper & J. Berkvens (Eds.), Balancing curriculum regulation and freedom across Europe, CIDREE Yearbook 2013 (pp. 229–248). Enschede: SLO.
   Google Scholar
• Macdonald, D. (2003). Curriculum change and the post-modern world: Is the school curriculum reform movement an anachronism ? Journal of Curriculum Studies, 35(2), 139–149.
   Web of Science ®Google Scholar
• Nieveen, N., & Kuiper, W. (2012). Balancing curriculum and freedom in the Netherlands. European Educational Research Journal, 11, 357–368.
   Google Scholar
• Osborn, M., Croll, P., Broadfoot, P., Pollard, A., McNess, E., & Triggs, P. (1997). Policy into practice and practice into policy: Creative mediation in the primary classroom. In G. Helsby & G. McCulloch (Eds.), Teachers and the national curriculum (pp. 52–65). London: Cassell.
   Google Scholar
• Paraskeva, J. M., & Steinberg, S. R. (Eds.). (2016). Curriculum: Decanonizing the field. New York, NY: Peter Lang.
   Google Scholar
• Pinar, W. F. (Ed.). (2003). International handbook of curriculum research (2nd ed.). London: Lawrence Erlbaum Associates.
   Google Scholar
• Pinar, W. (Ed.). (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan Publishing Corporation.
   Google Scholar
• Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (2008). Understanding curriculum; an introduction to the study of historical and contemporary curriculum discourses. New York, NY: Peter Lang.
   Google Scholar
• Priestley, M., & Biesta, G. (2013). Introduction: The new curriculum. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 1–12). London: Bloomsbury Academic.
   Google Scholar
• Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher agency: An ecological approach. London: Bloomsbury Academic.
   Google Scholar
• Robertson, S., & Dale, R. (2015). Towards a ‘critical cultural political economy’ account of the globalising of education. Globalisation, Societies and Education, 13, 149–170.
   Web of Science ®Google Scholar
• Schwab, J. J. (1969). The practical: A language for curriculum. School Review, 78, 1–23.
   Web of Science ®Google Scholar
• Sinnema, C., & Aitken, G. (2013). Emerging international trends in curriculum. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 141–164). London: Bloomsbury Academic.
   Google Scholar
• Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 402–435). New York, NY: MacMillan.
   Google Scholar
• Supovitz, J. A. (2008). Implementation as iterative refraction. In J. A. Supovitz & E. H. Weinbaum (Eds.), The implementation gap: Understanding reform in high schools (pp. 151–172). New York, NY: Teachers College Press.
   Google Scholar
• Taylor, M. W. (2013). Replacing the ‘teacher-proof’ curriculum with the ‘curriculum-proof’ teacher: Toward more effective interactions with mathematics textbooks. Journal of Curriculum Studies, 45, 295–321.
   Web of Science ®Google Scholar
• van den Akker, J., Kuiper, W., & Hameyer, U. (Eds.). (2013). Curriculum landscapes and trends. Amsterdam: Springer.
   Google Scholar
• Westbury, I., Hopmann, S., & Riquarts, K. (Eds.). (2000). Teaching as a reflective practice: The German didaktik tradition. Studies in curriculum theory series. New York, NY: Routledge.
   Google Scholar
• Wheelahan, L. (2010). Why knowledge matters in curriculum: A social realist argument. London: Routledge.
   Google Scholar
• Wilkins, C. (2011). Professionalism and the post-performative teacher: New teachers reflect on autonomy and accountability in the English school system. Professional Development in Education, 37, 389–409.
   Google Scholar