Emergent Curriculum as a Point of Resistance and an Act of Democracy

Background & Purpose According to McClintock, persons and groups exercise formative justice as a strategy of selecting the behaviors, powers, and potentials that ought to receive educational attention to achieve their maximization. We argue that the question of what motivates individuals and collectives to utilize certain capacities to realize specific goals becomes paramount to the issue of formative justice. Drawing on distinguished work in experimental psychology and network theory, we explore the relationship between human motivation and the utilization of commons-based digital resources in education. We argue that the insights gained in the course of integrating commons-based digital resources into educational practice can also further advance our critical understanding of Robbie McClintock's conception of formative justice. In particular, we focus on the twin notions of value and human motivation in both formative justice and digital culture. Formative justice and digital culture share an emphasis on the pursuit of goals for intrinsic purposes rather than as a means toward extrinsic rewards such as monetary compensation. This shared approach to value theory makes formative justice an increasingly important contribution to 21st-century educational theory. Research Design We analyze Robbie McClintock's conception of formative justice, as well as work in experimental psychology and network theory, in order to give substance to the theory of human motivation implied in his account. Conclusions/Recommendations We conclude by suggesting that formative justice as an educational paradigm is best served by an emergent curriculum that responds to the evolving interests of students in connection with the teacher's knowledge base and interests.

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Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum

Teaching and Teacher Education ◽

10.1016/j.tate.2007.11.002 ◽

2008 ◽

Vol 24 (4) ◽

pp. 1003-1014 ◽

Cited By ~ 17

Author(s):

Steve Collins ◽

Anthony Clarke

Keyword(s):

Emergent Curriculum ◽

Complexity Thinking

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Reggio Emilia: A Focus on Emergent Curriculum and Art

Art Education ◽

10.2307/3193521 ◽

1995 ◽

Vol 48 (3) ◽

pp. 45 ◽

Cited By ~ 5

Author(s):

Marjorie Schiller

Keyword(s):

Reggio Emilia ◽

Emergent Curriculum

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Becoming-with fire and rainforest: Emergent curriculum and pedagogies for planetary wellbeing

Australian Journal of Environmental Education ◽

10.1017/aee.2021.21 ◽

2021 ◽

pp. 1-13

Author(s):

Margaret J. Somerville ◽

Sarah J. Powell

Keyword(s):

Early Learning ◽

The Self ◽

Temporal Relations ◽

Emergent Curriculum ◽

Spatio Temporal

Abstract In this paper we propose the concept of ‘becoming-with’ in relation to the experience of the catastrophic fires in the summer of 2019–2020 in Australia, and their implications for research into young children’s response to bushfires, and their learning about bushfire recovery, which resulted in the development of an arts-based project to explore emergent curriculum and pedagogies for planetary wellbeing. We draw on Deleuze and Guattari’s theorising that ‘the self is only a threshold, a door, a becoming between two multiplicities’; and ‘Spatio-temporal relations’ as ‘not predicates of the thing but dimensions of multiplicities of events as encounters’ to theorise how ‘becoming-with’ fires enabled the development of emergent curriculum and pedagogies in an early learning centre, which can ultimately contribute to planetary wellbeing.

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Structuring an Emergent and Transdisciplinary Online Curriculum

Packaging Digital Information for Enhanced Learning and Analysis - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4462-5.ch014 ◽

2014 ◽

pp. 299-331

Author(s):

Shalin Hai-Jew

Keyword(s):

Instructional Design ◽

Problem Solving ◽

One Health ◽

Paradigm Shifts ◽

Emergent Curriculum ◽

Online Curriculum ◽

Health Course ◽

New Research ◽

Developmental Phases ◽

Paradigm Shifting

Subject domains are in constant transition as new research and analysis reveal fresh insights, and occasionally, there may be paradigm shifts or new conceptual models. Transdisciplinary approaches may be understood as such a shift, with new approaches for conceptualization, analysis, and problem solving via recombinations of domain fields. Such transitory paradigm-shifting moments remove the usual touchpoints on which a curriculum is structured. There are often few or none of the accepted sequential developmental phases with identified concepts and learning outcomes in book chapters, thematic structures, and historical or chronological ordering. An emergent curriculum requires a different instructional design approach than those that have assumed curricular pre-structures. Based on a year-and-a-half One Health course build, this chapter offers some insights on the processes of defining and developing an emergent curriculum.

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