Curriculum Inquiry .

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For 2007 there are 3 issues: Sep., June, March

)September 2007 (Vol. 37 Issue 3 Page 199-298

)FIONA HILFERTY (2007

Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted
by Australian History Teachers
.Curriculum Inquiry 37 (3), 239–261

Contesting the Curriculum: An Examination of Professionalism as Defined

and Enacted by Australian History Teachers
FIONA HILFERTY
pages 239–261
• 1
The University of Sydney
New South Wales, Australia

In this article, I present an analysis of professionalism as defined and enacted by the

History Teachers' Association of New South Wales (HTANSW). This analysis was part
of a larger doctoral project (2000–2005) in which I employed critical qualitative
inquiry to compare and contrast the contribution that two subject teaching
associations (science and history) make to the project of teacher professionalism in
Australia. My aim for this project was to explore what professionalism means in
practice for a unique group of teachers: those who have made an active and
fundamental commitment to their subject community by voluntarily serving on the
executive committee of their subject-based professional association. In this article, I
present findings from the case account of the HTANSW—an organization that operates
locally as a professional teacher community and a representative organization for
school-based history teachers. This case account details the manoeuvrings of an
association that powerfully asserts an expansive role for history teachers as both
contributors to, and critical commentators on, curriculum policy. In this article, I
conceptualise the actions of this association as an enacted form of teacher
professionalism. Drawing on study findings, I explicate my conception of
professionalism as an enacted discourse of power and I show how this discourse is
enacted in subject-specific ways.

ALISON COOK-SATHER (2006)

Sound, Presence, and Power: "Student Voice" in Educational Research and Reform
Curriculum Inquiry 36 (4), 359–390.

Sound, Presence, and Power: "Student Voice" in Educational Research and

Reform
ALISON COOK-SATHER
Curriculum Inquiry, Volume 36, Issue 4, Page 359-390, Dec 2006, doi: 10.1111/j.1467-
873X.2006.00363.x

• *Bryn Mawr College

Bryn Mawr, PA, USA

ABSTRACT

Every way of thinking is both premised on and generative of a way of naming that
reflects particular underlying convictions. Over the last 15 years, a way of thinking
has reemerged that strives to reposition students in educational research and reform.
Best documented in Australia, Canada, England, and the United States, this way of
thinking is premised on the following convictions: that young people have unique
perspectives on learning, teaching, and schooling; that their insights warrant not only the
attention but also the responses of adults; and that they should be afforded opportunities
to actively shape their education. Although these convictions mean different things to
different people and take different forms in practice, a single term has emerged to capture
a range of activities that strive to reposition students in educational research and reform:
"student voice." In this discussion the author explores the emergence of the term "student
voice," identifies underlying premises signaled by two particular words associated with the
term, "rights" and "respect," and explores the many meanings of a word that surfaces
repeatedly across discussions of student voice efforts but refers to a wide range of
practices: "listening." The author offers this discussion not as an exhaustive or definitive
analysis but rather with the goal of looking across discussions of work that advocates,
enacts, and critically analyzes the term "student voice."

ZONGYI DENG (2007)

Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical
Content Knowledge
Curriculum Inquiry 37 (3), 279–295.

Transforming the Subject Matter: Examining the Intellectual Roots of

Pedagogical Content Knowledge
ZONGYI DENG
pages 279–295
• 1
The University of Hong Kong
Hong Kong, PRC

ABSTRACT

This article questions the basic assumptions of pedagogical content knowledge by

analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning
 transforming the subject matter. It argues that transforming the subject matter is not
only a pedagogical but also a complex curricular task in terms of developing a school
subject or a course of study. This curricular task, however, has been obscured by the
concept of pedagogical content knowledge that construes transformation as primarily
a pedagogical task in terms of transforming the subject matter of an academic
discipline into pedagogical forms. The article further argues that what constitutes the
subject matter of a school subject is an essential issue of curriculum research and
inquiry—an issue that is crucial yet largely underexplored in Shulman and associate's
conceptualization of teachers’ specialized subject matter knowledge.

June 2007 - Vol. 37 Issue 2 Page 99-198

CATHY COULTER, CHARLES MICHAEL, LESLIE POYNOR (2007)

Storytelling as Pedagogy: An Unexpected Outcome of Narrative Inquiry
Curriculum Inquiry 37 (2), 103–122.

Storytelling as Pedagogy: An Unexpected Outcome of Narrative Inquiry

CATHY COULTER, CHARLES MICHAEL & LESLIE POYNOR
pages 103–122

• CATHY COULTER1,
• CHARLES MICHAEL2 &
• LESLIE POYNOR3
• 1
Arizona State University
Glendale, AZ, USA
2
University of New Mexico
Albuquerque, NM, USA
3
University of Connecticut
Storrs, CT, USA

ABSTRACT

This study examines how the use of narrative research methods can serve as
pedagogical strategies in preservice teacher education. In this study, we see the
intersection of narrative inquiry and storytelling-as-pedagogy. The two often intersect,
but rarely has that intersection been examined in a systematic manner. This study
examines data collected as one ESL preservice teacher and one Bilingual preservice
teacher were followed from their language arts methods class into student teaching
and then their first year of teaching to see how they reflected on, questioned, and
learned from their experiences. Incidents where narrative inquiry served as
pedagogical tools were examined. Although storytelling-as-pedagogy was not a goal
in this study, we found that it was an outcome of utilizing narrative inquiry as a
methodology.

)March 2007 (Vol. 37 Issue 1 Page 1-98

DAVID BRODY, NAOMI L. BAUM (2007)

Israeli Kindergarten Teachers Cope With Terror and War: Two Implicit Models of
Resilience
Curriculum Inquiry 37 (1), 9–31.
doi:10.1111/j.1467-873X.2007.00379.x

DEBORAH HELSING (2007)

Style of Knowing Regarding Uncertainties
Curriculum Inquiry 37 (1), 33–70.

Style of Knowing Regarding Uncertainties

DEBORAH HELSING
pages 33–70
• 1
Harvard Graduate School of Education
Cambridge, MA, USA

Abstract

This article addresses a key contrast in how teachers may regard the uncertainties of
their work, considering how an orientation to uncertainty can be regarded as a
decision-making style. Through the use of case studies, the author contrasts two
teachers. One is oriented toward uncertainties in her work and describes her herself
as being always "on the edge" of her capabilities, constantly seeking out perspectives
that differ from and challenge her own and remaining vigilant to the need for
improvising to respond to the circumstances of the moment. The other is oriented
away from uncertainties and describes herself as prepared and deliberate; committed
to achieving outcomes in line with her articulated goals and purposes; and purposeful
about which unresolved questions she chooses to pursue. This contrast has
implications not only for how these teachers make decisions and view their
professional growth, but also for how some teachers may be understood, and
misunderstood, by others. In a culture that often seeks to ignore pervasive moral
ambiguities and focuses instead on questions for which there are easily identifiable
answers (Cuban, 1992), an orientation toward uncertainty is more likely to be
devalued or seen as an indication that one is not teaching well. Identifying these
different approaches to decision-making styles enables us to appreciate the integrity
and strength of each, as well as the limitations of each, suggesting new possibilities
for research and for teachers’ professional development.