The paper presents five close-up snapshots through the lens of the researcher on the way along a collaborative journey navigated by the research and participants at a time of curriculum change. The paper introduces a critical inquiry using narratives from and conversations with a small group of primary school teachers and principals about teacher curriculum decision-making within a context of curriculum change in Hong Kong. The research question in this inquiry is framed by the problem emerging from a new challenge resulting from a curriculum change. The implementation of the TOC may be perceived as a platform for ongoing critique and reconstruction of a dynamic mix of curriculum theory, policy, research and practice. The ‘magnified’ image of the close-up snapshots through the researcher’s reflections captures an authentic inclusion and commitment of the participants in an Action Research inquiry which is iterative, collaborative and critical. Through sharing and negotiation, ownership and participation as well as agreement and consensus, the participants and the researcher move ahead in ‘a journey of reflections and empowerment’ with hope, trust and authenticity. The paper concludes by echoing the ‘voice’ in the question: ‘Who cares, who shares and who commits within a context of curriculum change in Hong Kong?’. Copyright © 1999 Australian Curriculum Studies Association Inc.
|Title of host publication||The ACSA 1999 Collection: Conference papers: Framing the future|
|Editors||Australian Curriculum Studies Association|
|Place of Publication||Deakin West, Australian Capital Territory|
|Publisher||Australian Curriculum Studies Association|
|Publication status||Published - 1999|