Locating Shakespearean Familial Curriculum in Secondary Contexts

This chapter is based on a formal study1 of one community’s familial curriculum (Huber, Murphy, & Clandinin, 2011) in the context of Shakespeare. The families that participated in this narrative inquiry (Clandinin & Connelly, 2000) discussed how Shakespeare’s work influenced their family life. The findings from this study are used to discuss what is considered by some to be a dichotomy of curriculum in school and home. The author also uses this study to explore notions of nationalized or common curriculum.