In the Blur

                First and foremost, I think that curriculum, on some level, is always controversial. Survey any number of teachers, scholars, or theorists and they may agree on the broad definition of curriculum but the finer points will produce a wide variety of discussion and range.     What is controversial and how is controversy in the curriculum handled?     In many cases, I believe geography and personal socialization account for some of the range in controversy.     What may be absolutely scandalous in one location, may not raise an eyebrow in another.     One issue that rocks local politics in one town might not be on the radar in other.     Environmental or land use issues in one geographical location may cause an entire town to split along the proverbial Hatfield and McCoy lines while in another, it may be racial or LGBTQ+ issues that arise to the forefront of the community. In the context of this learning cycle, controversial topics are centered on LQBTQ+ issues. However, I

It is striking to me that I am writing my Interlude post while in the midst of experiencing an uncertain life interlude.  Pondering the development of my living educational theory during this time of quarantine adds to the element of the surreal while also helping to drive my reflection on the truths of what is important in my life. McNiff (2012) talks about the art of narrative storytelling and the use of action research as a means of helping to produce, frame, and articulate a teacher’s living educational theory.  This chapter spoke to me on many levels and in a multitude of ways.  The older I get, the more I think about my beliefs and values, both for their role in my life and the ways in which I live them out.  Do they serve others?  Are they good?  How do I use my values to drive my thinking and learning?  How do you know if you are effective?  How do you both assess and show accountability? McNiff (2012) discusses many questions similar to these in her writing and makes the case