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Living Curriculum with Young Children: the Journey of an Early Childhood Educator

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Living Curriculum with Young Children: the Journey of an Early Childhood Educator LIVING CURRICULUM WITH YOUNG CHILDREN: THE JOURNEY OF AN EARLY CHILDHOOD EDUCATOR %fyt 3£angleb #arben by CHRISTIANNE HAYWARD-KABANI B.Ed., University of Alberta, 1978 M.Ed., University of Bristol, 1982 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES The Department of Language Education We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA March 2000 © Christianne Hayward-Kabani, 2000 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of ^GtM^xA^J^e^ CUACL ^AJ^/\6UC^ £dz<&&^cy?^ The University of British Columbia Vancouver, Canada Date DE-6 (2/88) Abstract This thesis chronicles a journey for which there is no end. The journey is the author's search for authentic curriculum -- teaching and learning built around socially relevant themes, designed through an organic development process, and negotiated in relation to the interests of individual learners and the communities that support them. In struggling to find a "lens" that would allow children to navigate change in an increasingly complicated society, the author shifted her focus from the substantive domain to the perceptual. Influenced by Case's (1995) discourse regarding the nurturing of "global perspectives" in young children, the author identified nine characteristics of a "global/diversity" perspective. Rather than infusing curriculum with more information, teachers would nurture an approach to learning that permits children to suspend judgment, entertain contrary positions, anticipate complexity, and tolerate ambiguity. Through the use of "counter-hegemonic" children's literature the author found she could nurture the "seeds" of alternative perspectives forming a strong foundation for understanding and tolerance in the classroom and beyond. It is important to emphasise that the author had to internalise a "global/diversity perspective" herself in order to nurture it in others through a generative process she refers to as "living curriculum". The research methodology of currere was employed as a means of exorcising the unacknowledged biases, personal contradictions, and divergent influences that have fed the author's identity, and thus necessarily informed her philosophies and actions as an educator. The methodology of autobiography was a critical factor in permitting the author to recognise and take ownership of her own education. Autobiography led her into the tangled garden and compelled her to make sense of its organic cycles. The method of autobiography typically rattles the comfort margins of educational researchers who see it as patronising sentimentality, rather than a rigorous analysis of self-knowledge within contemporary scholarship. It is important that autobiographical researchers demonstrate resonance of their lived experience in scholarly discourse and pedagogy. The author discusses a number of possible criteria that could be used to evaluate autobiographical research ~ the most important of these being that the work spawns reflection and stirs praxis1 within the reader. 1 I refer to "praxis" in the same manner as Aoki (1983). Theory and practice are viewed as twin moments of the same reality: praxis. It is thus a practical way of knowing. ///' Table of Contents Abstract n Acknowledgements VI Dedication VII TEhe {Eangleb dlarben Overview: An Invitation to the Reader & Walk through the <©arben in Jfnll Ploom Key to Narrative Voices in this Work 9 $otfeet <&utbe to Wilb jflotoertf Journey Notes 11 Cbe <©arben $lan 1 Autobiography as Education 13 &eabtng the <@arbener'jf Almanacs! 2 My Run With Currere 35 drafting ^pbrtbs; 3 Imaging a Global/Diversity Perspective 77 (Experimenting toith Hanbtftape &rtfattetture 4 Nurturing Global Perspectives in the Classroom 117 planting the £&eebg 5 Revisioning Socially Relevant Curriculum 164 &eebtng anb Compositing 6 Living Curriculum 189 fitting in the Cangleb <@arben 7 Autobiography - Phenomenon / Methodology / Lifestory 208 Collecting i&eebsi for Jlext |9ear- Che #rgantt Cpcle References 222 Che <©arbener'«; &eeb Collection iv Appendix A 235 A bibliography of children's books that raise "sensitive issues." &are plants Acquiring imperial Care Appendix B 249p A short summary describing books, activities and project work in the Pilot Study at the UBC Child Study Centre ?&oto to prepare a <@arbett j&Seb v Acknowled Rements When the journey is as long as mine, the receiving line is long as well. I owe thanks to: My parents, Gordon and Bettianne Hayward for their continuing support and encouragement. Unlike many parents, they have fed the passions of their children even when they strayed far from their own. My four brothers and their families for reopening the school of my childhood and listening to my stories. Thank-you also for giving my children advantages I could not. My trade as storyteller, I owe to the eager ears of my nieces and nephews. My grandfather, Stan Blake who delighted in children with spirit. Dr. Carl Leggo for being someone who heard my heart beat, found places to linger in my narrative, and persevered in supporting me through my insecurities and hurdles. Dr. Jim Anderson and Dr. Marilyn Chapman who despite many constraints were determined to support my work and found time to listen. The members of my first committee, Dr. Hillel Goelman, Dr. Sharilyn Calihou, and Dr. John Willinsky, for providing intellectual challenge and stirring in me the conviction to go ahead. Dr. Goelman, in particular, for providing me opportunities to explore competing discourses. Dr. Janis Blakey, my mentor from the University of Alberta, who read some of the original drafts and encouraged me to be true to my process. The staff, parents, and children of the original UBC Child Study Centre for opening their minds to new ideas and joining in my dance with curriculum. Phyllis Simon, owner of Vancouver Kidsbooks and fellow bibliophile, and her staff for searching out the impossible and supporting my many ventures with children's literature. The children and parents of the story response groups and book clubs at Dunbar Community Centre who dared to join me in exploring books that stray from the traditional. Adrian Tse, a good friend, who helped retrieve data that was lost due to the theft of my computer. Verena Cootes for an open friendship during trying times and the invitation to hear the voices of her people. The Davey and Aspinall families, who fed, entertained and supported my children while I was married to the computer. The staff at Southlands Elementary School and in particular Gail Winston, who made me feel confident about my children's education while I was engaged in my doctoral work. All the people mentioned in my stories. I am grateful for the lessons they have taught me. Wendy Sage-Hayward for spreading blankets of calm amidst the storms. And especially, Anne Hayward for believing in me and so patiently typing and editing the drafts when I broke my arm. vi For my two most influential teachers, Jamil and Karim Hayward-Kabani it is an honour to be called your mother As Gramps used to say take a chance, pet - look through the crack in the wall tunnel through until you find the light - for 'the rose still grows on the other side of the wall,' and the broadening view permits you to see the old world anew" May you always be open to other perspectives, know your roots, and spread your wings. VII Overview: Invitation to the Reader A Walk Through the Garden in Full Bloom Any piece of knowledge I acquire today has a value at this moment exactly proportioned to my skill to deal with it. Tomorrow, when I know more, I recall that piece of knowledge and use it better. Mark Van Doren (1960) My first significant memory of school was "reading table" time with Mrs. Brown, my first grade teacher (spring, 1963). Nine of us sat around a long rectangular table at the back of the classroom. We all knew the drill in which we were to proceed counter-clockwise around the table with each child reading a sentence, until all children had read twice. We all hated this ordeal with varying degrees of passion. Those who could read, knew that Dick and Jane never did anything interesting, and found the waits for less skilled readers a good opportunity to manufacture spit balls or finger knit under the table. The pure torture of this activity for the less skilled readers was mirrored in Mrs. Brown's anguished face. Although I was a good reader and came from a family rich in the tradition of storytelling and book reading, I was unbearably shy and spent every morning in anxiety until "reading table" was done. To read aloud in front of the group caused a full body blush and a lump in my throat. In order to "cope," I would count how many children preceded me, and then count out the same number of sentences in the text to be read leaving me at the start of my sentence. Quietly, under my breath, I would memorise this sentence, ignoring all that went on around me until my name pierced the air. At this time, I would dutifully spit out the sentence without looking up and begin counting for my second bout with hell. This strategy served me fairly well, although Mrs. Brown never failed to say, "Christianne, please follow the words with your finger!" One dreadful morning, before spring report cards, my special system failed.
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