With the increase of immigrants from non-Western countries to Canada, it has been noted that the ... more With the increase of immigrants from non-Western countries to Canada, it has been noted that the demographics of the nation will change over time. Research in Canada still tends to group people of African descent as Black without considering the difference in their countries of origins, socioeconomic background, values and cultural context. Adopting a social constructivist lens, and using the Phinney's three-stage model of ethnic identity development, this phenomenological study examines the experiences of eight second generation youth of Western African descent in two major cities in Alberta as they navigate the identity formation process. Factors that influence their adoption of an identity, and the characteristics and importance of their adopted identity were also investigated. Face to face interviews were conducted in Edmonton and Calgary, with the sessions audio-taped, transcribed and analysed. Results from analysis of the narratives collected from the youth involved in the study was skewed towards the adoption of their parent's nationality. Experiences that contributed towards their adoption of the identity include parental influence, interaction with members of the Canadian society, and socializing with members of their parent's cultural community. Merged in the lives of the youth, these diverse experiences led to the adoption of an identity. However, their adopted identities were not static, but fluid in nature leading to a hybridity in their identification. The study also includes implications of the results from the research study for immigrant parents, educators, policy makers, service providers, as well as recommendations for the future research. My sincere appreciation goes to the members of my committee: my supervisor Shirley Steinberg, Cecille DePass for being there from my first day at the University of Calgary, at the end of my doctoral journey and the start of my academic career at the University and Dr. David Este, who accepted to be a part of my committee despite time constraints, while supporting me unconditionally. I am also thankful to other faculty members
Alberta Journal of Educational Research, Sep 2, 2016
Fiction as Research Practice: Short Stories, Novellas, and Novels introduces the reader to fictio... more Fiction as Research Practice: Short Stories, Novellas, and Novels introduces the reader to fiction-based research. In the first section, Patricia Leavy explores the genre by explaining its background and possibilities and goes on to describe how to conduct and evaluate fiction-based research. In the second section of the book, she presents and evaluates examples of fiction-based research in different forms including short stories and excerpts from novellas and novels written by different authors. The third and final section explains how fiction and fiction-based research can be used in teaching. Leavy clearly differentiates the term fiction-based research from artsbased research in order to project the emergent field in a clear light of its own. Babbie (2001) explains that just as qualitative research practice emerged as a means of explaining phenomena that could not be captured by quantitative scientific research, social research attempts to study and understand everyday life experiences. Within social research, arts-based research tries to represent phenomena studied aesthetically through various forms of art (Barone & Eisner, 2012). As a form of arts-based research, Leavy describes fiction-based research as a great way to explore "topics that can be difficult to approach" through fiction (p. 20). Topics include the intricacies of interactions in everyday life, race relations, and socioeconomic class and its effects on human life. In carving its niche in social research, Leavy explains that fiction-based research seeks to create a deeper understanding of experiences in a language that is more accessible to people than research published in academic publications. Using fiction creates an opportunity for the writer to simulate the environment, sights, sounds, and smells of reality virtually, which captivates the reader's imagination. The writer is able to either create new knowledge for the reader or "disrupt dominant ideologies or stereotypes" (p. 38). As traditional qualitative researchers, fiction writers engage in intensive research to ensure that they have clear representations of the phenomenon they are presenting. These representations are evident in the realistic scenarios and characters that are portrayed in fiction writing, allowing the reader to be absorbed in the reality of the book. This reality or verisimilitude is the key to effective fictionbased research and traditional qualitative research because both methods try to portray the experiences as true as possible. In describing how one conducts fiction-based research, Leavy compares tenets of qualitative research to those of fiction-based research. She points out that anticipated data is a key consideration in most qualitative research methods but how data is collected, where it is
Journal of Nursing Education and Practice, May 6, 2021
Background and objective: Cerebral palsy (CP) is the most common motor disability that affects tw... more Background and objective: Cerebral palsy (CP) is the most common motor disability that affects two to three children per 1000 worldwide. Caregivers are most often parents of children with CP (CCP) who are responsible for providing primary care. Caregivers of CCP face multiple challenges, such as the manifestation of the disease and difficulty in providing daily care. They also have psychological, social, financial, and informational needs. These needs may be met through participation in support groups. The objective of this paper is to identify the needs of caregivers of CCP and how participation in support groups may meet those needs. Methods: A literature review was conducted to identify relevant articles on the needs of caregivers of CCP. Eleven articles published between 2008 and 2018 on caregivers' needs were retrieved and their quality was assessed using the Mixed Methods Appraisal Tool. The data collected were analyzed to identify key themes related to caregivers' needs. Results: Four key themes of caregivers' needs were identified: informational, financial, social, and psychological. Support groups may help caregivers to meet their needs. As caregivers receive their needed support, they will able to improve their role in providing a high quality care for their children. Conclusions: Caregivers of CCP have informational, financial, social, and psychological needs which may be met by membership in support groups. Support groups may potentially increase caregivers' knowledge, receive the needed support, decrease their level of stress, and improve their quality of life.
The clinical learning environment (CLE) is an interactive network of forces influencing student l... more The clinical learning environment (CLE) is an interactive network of forces influencing student learning outcomes in the clinical setting. This study used mixed methods to identify factors characterizing students' perceptions of the CLE. The sample consisted of 229 undergraduate students in the second or third year of their biophysical nursing strand. The five subscales of the Clinical Learning Environment Scale, 'staff-student relationships', 'nurse manager commitment', 'patient relationships', 'student satisfaction' and 'hierarchy and ritual', were supported by qualitative data obtained from student interviews. Interpersonal relationships between the participants in the CLE were crucial to the development of a positive learning environment. Student satisfaction with the CLE was both a result of, and influential in creating, a positive learning environment. Nurse educators, clinical venues, and all others participating in the undergraduate nursing students' clinical education, must collaborate in order to create a CLE which promotes the development of well-educated registered nurses capable of providing safe, cost-effective patient care.
in Qatar. As part of her role, Frances consults with faculties, curriculum committees, and review... more in Qatar. As part of her role, Frances consults with faculties, curriculum committees, and review teams on curriculum development and review projects. She also provides evidence-based educational development opportunities for faculty members to build capacity in teaching and learning, innovations in education, the scholarship of teaching and learning, as well as curriculum. Previously, Frances worked as a Curriculum Development Specialist at the
in Qatar. As part of her role, Frances consults with faculties, curriculum committees, and review... more in Qatar. As part of her role, Frances consults with faculties, curriculum committees, and review teams on curriculum development and review projects. She also provides evidence-based educational development opportunities for faculty members to build capacity in teaching and learning, innovations in education, the scholarship of teaching and learning, as well as curriculum. Previously, Frances worked as a Curriculum Development Specialist at the
Providing a platform for graduate students to build teaching and learning capacity, equips them t... more Providing a platform for graduate students to build teaching and learning capacity, equips them to achieve greater success in academic roles within higher education. Through this scoping review, we will gather and synthesize information from peer reviewed and grey literature including university websites on the content and modalities of teaching and learning programs for graduate students. This information will highlight current pedagogical trends used within these programs across higher education institutions in Canada, USA, UK, Australia & the MENA Region. Data collected will be summarized quantitatively and qualitatively. This scoping review protocol identifies the procedure for the review.
Academics who find themselves institutionally situated in a new or non-traditional discipline wit... more Academics who find themselves institutionally situated in a new or non-traditional discipline with the expectation for scholarship will benefit from the perspectives and learnings of a diverse team of educational developers who share a common scholarship goal. We position ourselves as belonging to a microculture (Mårtensson & Roxå, 2016), as we share a working context in which our collaborative writing norms and traditions are currently in development. In this chapter, we provide examples of, and reflect on, the following collaborative writing activities in which we have been involved at different times: writing in an interdisciplinary team, leveraging a project into scholarly writing, gathering together to write in group settings, fostering writing productivity through retreats, and facilitating a virtual collaborative writing group. We address models, approaches, strategies, strengths, limitations and recommendations that relate to our different experiences. These make visible the assumptions, norms, practices and conventions regarding how we write and publish in the context of our microculture where limited time is allotted to scholarship. Ultimately our narratives converge around the themes of valuing difference, attending to process, and critically reflecting on our writing practice.
Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors... more Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors took on the challenge of reimagining a teacher preparation course entitled Curriculum II - Arts & Humanities. Through the dominant discourses of management, accountability and technique-driven preparation, the act of teaching is interpreted as a “service rendered” (Pinar, 2012, p. 36), measured “objectively” by demonstrable deliverables and pre-determined outcomes. Our team provoked these discourses by asserting that human beings are inherently attuned to deeper learning through wonderment, interpretation, ideation and experimentation (Whitehead, 1929). The principles of design thinking – a problem-based process which, through curiosity, empathy and interdisciplinary thinking, generates playful and collaborative creative experimentation – offered a space within which to open up deeper educational conversations with pre-service teachers. Invoking the metaphor of a choral performance, thi...
Background and objective: Cerebral palsy (CP) is the most common motor disability that affects tw... more Background and objective: Cerebral palsy (CP) is the most common motor disability that affects two to three children per 1000 worldwide. Caregivers are most often parents of children with CP (CCP) who are responsible for providing primary care. Caregivers of CCP face multiple challenges, such as the manifestation of the disease and difficulty in providing daily care. They also have psychological, social, financial, and informational needs. These needs may be met through participation in support groups. The objective of this paper is to identify the needs of caregivers of CCP and how participation in support groups may meet those needs. Methods: A literature review was conducted to identify relevant articles on the needs of caregivers of CCP. Eleven articles published between 2008 and 2018 on caregivers’ needs were retrieved and their quality was assessed using the Mixed Methods Appraisal Tool. The data collected were analyzed to identify key themes related to caregivers’ needs. Resu...
Student engagement can be defined as "students' involvement with activities and conditio... more Student engagement can be defined as "students' involvement with activities and conditions likely to generate high-quality learning" (Weimer, 2012). During this 'world-cafe' influenced unconference session, participants will engage with other post-secondary educators to further explore student engagement and take away strategies to foster student engagement in their classrooms.
Providing a platform for graduate students to build teaching and learning capacity, equips them t... more Providing a platform for graduate students to build teaching and learning capacity, equips them to achieve greater success in academic roles within higher education. Through this scoping review, we will gather and synthesize information from peer reviewed and grey literature including university websites on the content and modalities of teaching and learning programs for graduate students. This information will highlight current pedagogical trends used within these programs across higher education institutions in Canada, USA, UK, Australia & the MENA Region. Data collected will be summarized quantitatively and qualitatively. This scoping review protocol identifies the procedure for the review.
Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors... more Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors took on the challenge of reimagining a teacher preparation course entitled Curriculum II - Arts & Humanities. Through the dominant discourses of management, accountability and technique-driven preparation, the act of teaching is interpreted as a “service rendered” (Pinar, 2012, p. 36), measured “objectively” by demonstrable deliverables and pre-determined outcomes. Our team provoked these discourses by asserting that human beings are inherently attuned to deeper learning through wonderment, interpretation, ideation and experimentation (Whitehead, 1929). The principles of design thinking – a problem-based process which, through curiosity, empathy and interdisciplinary thinking, generates playful and collaborative creative experimentation – offered a space within which to open up deeper educational conversations with pre-service teachers.
Invoking the metaphor of a choral performance, what follows is a series of miniature musical movements in the key of life which express the challenging, enlivening and multivocal nature of curriculum and pedagogy enacted through design thinking principles. From contemplating the power of self-reflection and collective action, to meeting challenges and resistance with courage, to listening with heart to people and places and responding with joy and hope in the face of our place and circumstances, each individual movement gives voice to the echoes that linger long after the official coursework is complete. Together, these six voices join together in a chorus of authentic and responsive curriculum renewal.
With the increase of immigrants from non-Western countries to Canada, it has been noted that the ... more With the increase of immigrants from non-Western countries to Canada, it has been noted that the demographics of the nation will change over time. Research in Canada still tends to group people of African descent as Black without considering the difference in their countries of origins, socioeconomic background, values and cultural context. Adopting a social constructivist lens, and using the Phinney's three-stage model of ethnic identity development, this phenomenological study examines the experiences of eight second generation youth of Western African descent in two major cities in Alberta as they navigate the identity formation process. Factors that influence their adoption of an identity, and the characteristics and importance of their adopted identity were also investigated. Face to face interviews were conducted in Edmonton and Calgary, with the sessions audio-taped, transcribed and analysed. Results from analysis of the narratives collected from the youth involved in the study was skewed towards the adoption of their parent's nationality. Experiences that contributed towards their adoption of the identity include parental influence, interaction with members of the Canadian society, and socializing with members of their parent's cultural community. Merged in the lives of the youth, these diverse experiences led to the adoption of an identity. However, their adopted identities were not static, but fluid in nature leading to a hybridity in their identification. The study also includes implications of the results from the research study for immigrant parents, educators, policy makers, service providers, as well as recommendations for the future research. My sincere appreciation goes to the members of my committee: my supervisor Shirley Steinberg, Cecille DePass for being there from my first day at the University of Calgary, at the end of my doctoral journey and the start of my academic career at the University and Dr. David Este, who accepted to be a part of my committee despite time constraints, while supporting me unconditionally. I am also thankful to other faculty members
Alberta Journal of Educational Research, Sep 2, 2016
Fiction as Research Practice: Short Stories, Novellas, and Novels introduces the reader to fictio... more Fiction as Research Practice: Short Stories, Novellas, and Novels introduces the reader to fiction-based research. In the first section, Patricia Leavy explores the genre by explaining its background and possibilities and goes on to describe how to conduct and evaluate fiction-based research. In the second section of the book, she presents and evaluates examples of fiction-based research in different forms including short stories and excerpts from novellas and novels written by different authors. The third and final section explains how fiction and fiction-based research can be used in teaching. Leavy clearly differentiates the term fiction-based research from artsbased research in order to project the emergent field in a clear light of its own. Babbie (2001) explains that just as qualitative research practice emerged as a means of explaining phenomena that could not be captured by quantitative scientific research, social research attempts to study and understand everyday life experiences. Within social research, arts-based research tries to represent phenomena studied aesthetically through various forms of art (Barone & Eisner, 2012). As a form of arts-based research, Leavy describes fiction-based research as a great way to explore "topics that can be difficult to approach" through fiction (p. 20). Topics include the intricacies of interactions in everyday life, race relations, and socioeconomic class and its effects on human life. In carving its niche in social research, Leavy explains that fiction-based research seeks to create a deeper understanding of experiences in a language that is more accessible to people than research published in academic publications. Using fiction creates an opportunity for the writer to simulate the environment, sights, sounds, and smells of reality virtually, which captivates the reader's imagination. The writer is able to either create new knowledge for the reader or "disrupt dominant ideologies or stereotypes" (p. 38). As traditional qualitative researchers, fiction writers engage in intensive research to ensure that they have clear representations of the phenomenon they are presenting. These representations are evident in the realistic scenarios and characters that are portrayed in fiction writing, allowing the reader to be absorbed in the reality of the book. This reality or verisimilitude is the key to effective fictionbased research and traditional qualitative research because both methods try to portray the experiences as true as possible. In describing how one conducts fiction-based research, Leavy compares tenets of qualitative research to those of fiction-based research. She points out that anticipated data is a key consideration in most qualitative research methods but how data is collected, where it is
Journal of Nursing Education and Practice, May 6, 2021
Background and objective: Cerebral palsy (CP) is the most common motor disability that affects tw... more Background and objective: Cerebral palsy (CP) is the most common motor disability that affects two to three children per 1000 worldwide. Caregivers are most often parents of children with CP (CCP) who are responsible for providing primary care. Caregivers of CCP face multiple challenges, such as the manifestation of the disease and difficulty in providing daily care. They also have psychological, social, financial, and informational needs. These needs may be met through participation in support groups. The objective of this paper is to identify the needs of caregivers of CCP and how participation in support groups may meet those needs. Methods: A literature review was conducted to identify relevant articles on the needs of caregivers of CCP. Eleven articles published between 2008 and 2018 on caregivers' needs were retrieved and their quality was assessed using the Mixed Methods Appraisal Tool. The data collected were analyzed to identify key themes related to caregivers' needs. Results: Four key themes of caregivers' needs were identified: informational, financial, social, and psychological. Support groups may help caregivers to meet their needs. As caregivers receive their needed support, they will able to improve their role in providing a high quality care for their children. Conclusions: Caregivers of CCP have informational, financial, social, and psychological needs which may be met by membership in support groups. Support groups may potentially increase caregivers' knowledge, receive the needed support, decrease their level of stress, and improve their quality of life.
The clinical learning environment (CLE) is an interactive network of forces influencing student l... more The clinical learning environment (CLE) is an interactive network of forces influencing student learning outcomes in the clinical setting. This study used mixed methods to identify factors characterizing students' perceptions of the CLE. The sample consisted of 229 undergraduate students in the second or third year of their biophysical nursing strand. The five subscales of the Clinical Learning Environment Scale, 'staff-student relationships', 'nurse manager commitment', 'patient relationships', 'student satisfaction' and 'hierarchy and ritual', were supported by qualitative data obtained from student interviews. Interpersonal relationships between the participants in the CLE were crucial to the development of a positive learning environment. Student satisfaction with the CLE was both a result of, and influential in creating, a positive learning environment. Nurse educators, clinical venues, and all others participating in the undergraduate nursing students' clinical education, must collaborate in order to create a CLE which promotes the development of well-educated registered nurses capable of providing safe, cost-effective patient care.
in Qatar. As part of her role, Frances consults with faculties, curriculum committees, and review... more in Qatar. As part of her role, Frances consults with faculties, curriculum committees, and review teams on curriculum development and review projects. She also provides evidence-based educational development opportunities for faculty members to build capacity in teaching and learning, innovations in education, the scholarship of teaching and learning, as well as curriculum. Previously, Frances worked as a Curriculum Development Specialist at the
in Qatar. As part of her role, Frances consults with faculties, curriculum committees, and review... more in Qatar. As part of her role, Frances consults with faculties, curriculum committees, and review teams on curriculum development and review projects. She also provides evidence-based educational development opportunities for faculty members to build capacity in teaching and learning, innovations in education, the scholarship of teaching and learning, as well as curriculum. Previously, Frances worked as a Curriculum Development Specialist at the
Providing a platform for graduate students to build teaching and learning capacity, equips them t... more Providing a platform for graduate students to build teaching and learning capacity, equips them to achieve greater success in academic roles within higher education. Through this scoping review, we will gather and synthesize information from peer reviewed and grey literature including university websites on the content and modalities of teaching and learning programs for graduate students. This information will highlight current pedagogical trends used within these programs across higher education institutions in Canada, USA, UK, Australia & the MENA Region. Data collected will be summarized quantitatively and qualitatively. This scoping review protocol identifies the procedure for the review.
Academics who find themselves institutionally situated in a new or non-traditional discipline wit... more Academics who find themselves institutionally situated in a new or non-traditional discipline with the expectation for scholarship will benefit from the perspectives and learnings of a diverse team of educational developers who share a common scholarship goal. We position ourselves as belonging to a microculture (Mårtensson & Roxå, 2016), as we share a working context in which our collaborative writing norms and traditions are currently in development. In this chapter, we provide examples of, and reflect on, the following collaborative writing activities in which we have been involved at different times: writing in an interdisciplinary team, leveraging a project into scholarly writing, gathering together to write in group settings, fostering writing productivity through retreats, and facilitating a virtual collaborative writing group. We address models, approaches, strategies, strengths, limitations and recommendations that relate to our different experiences. These make visible the assumptions, norms, practices and conventions regarding how we write and publish in the context of our microculture where limited time is allotted to scholarship. Ultimately our narratives converge around the themes of valuing difference, attending to process, and critically reflecting on our writing practice.
Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors... more Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors took on the challenge of reimagining a teacher preparation course entitled Curriculum II - Arts & Humanities. Through the dominant discourses of management, accountability and technique-driven preparation, the act of teaching is interpreted as a “service rendered” (Pinar, 2012, p. 36), measured “objectively” by demonstrable deliverables and pre-determined outcomes. Our team provoked these discourses by asserting that human beings are inherently attuned to deeper learning through wonderment, interpretation, ideation and experimentation (Whitehead, 1929). The principles of design thinking – a problem-based process which, through curiosity, empathy and interdisciplinary thinking, generates playful and collaborative creative experimentation – offered a space within which to open up deeper educational conversations with pre-service teachers. Invoking the metaphor of a choral performance, thi...
Background and objective: Cerebral palsy (CP) is the most common motor disability that affects tw... more Background and objective: Cerebral palsy (CP) is the most common motor disability that affects two to three children per 1000 worldwide. Caregivers are most often parents of children with CP (CCP) who are responsible for providing primary care. Caregivers of CCP face multiple challenges, such as the manifestation of the disease and difficulty in providing daily care. They also have psychological, social, financial, and informational needs. These needs may be met through participation in support groups. The objective of this paper is to identify the needs of caregivers of CCP and how participation in support groups may meet those needs. Methods: A literature review was conducted to identify relevant articles on the needs of caregivers of CCP. Eleven articles published between 2008 and 2018 on caregivers’ needs were retrieved and their quality was assessed using the Mixed Methods Appraisal Tool. The data collected were analyzed to identify key themes related to caregivers’ needs. Resu...
Student engagement can be defined as "students' involvement with activities and conditio... more Student engagement can be defined as "students' involvement with activities and conditions likely to generate high-quality learning" (Weimer, 2012). During this 'world-cafe' influenced unconference session, participants will engage with other post-secondary educators to further explore student engagement and take away strategies to foster student engagement in their classrooms.
Providing a platform for graduate students to build teaching and learning capacity, equips them t... more Providing a platform for graduate students to build teaching and learning capacity, equips them to achieve greater success in academic roles within higher education. Through this scoping review, we will gather and synthesize information from peer reviewed and grey literature including university websites on the content and modalities of teaching and learning programs for graduate students. This information will highlight current pedagogical trends used within these programs across higher education institutions in Canada, USA, UK, Australia & the MENA Region. Data collected will be summarized quantitatively and qualitatively. This scoping review protocol identifies the procedure for the review.
Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors... more Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors took on the challenge of reimagining a teacher preparation course entitled Curriculum II - Arts & Humanities. Through the dominant discourses of management, accountability and technique-driven preparation, the act of teaching is interpreted as a “service rendered” (Pinar, 2012, p. 36), measured “objectively” by demonstrable deliverables and pre-determined outcomes. Our team provoked these discourses by asserting that human beings are inherently attuned to deeper learning through wonderment, interpretation, ideation and experimentation (Whitehead, 1929). The principles of design thinking – a problem-based process which, through curiosity, empathy and interdisciplinary thinking, generates playful and collaborative creative experimentation – offered a space within which to open up deeper educational conversations with pre-service teachers.
Invoking the metaphor of a choral performance, what follows is a series of miniature musical movements in the key of life which express the challenging, enlivening and multivocal nature of curriculum and pedagogy enacted through design thinking principles. From contemplating the power of self-reflection and collective action, to meeting challenges and resistance with courage, to listening with heart to people and places and responding with joy and hope in the face of our place and circumstances, each individual movement gives voice to the echoes that linger long after the official coursework is complete. Together, these six voices join together in a chorus of authentic and responsive curriculum renewal.
Educational Development Guide Series - Download your copy at: https://forms.gle/PSr5z6nRbAnvB1Ju6, 2022
“A Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal ... more “A Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal Projects” is a collaborative effort drawing on the collective experience of the authors, who have worked in different institutional contexts across Canada and beyond. Our goal is to provide practical guidance by describing curriculum development, review, and renewal practices in plain language, using a scholarly, evidence-informed, critical, and self-reflective approach. In writing this guide, we drew variously from theories of learning, well-established scholarship in education and curriculum studies, models of change management as applied to education, and the practice of educational development as informed by our own experiences and shared knowledges, to identify what in our view are best or promising practices for curriculum development. Download your copy at: https://forms.gle/PSr5z6nRbAnvB1Ju6
Uploads
Papers by Frances Kalu
Invoking the metaphor of a choral performance, what follows is a series of miniature musical movements in the key of life which express the challenging, enlivening and multivocal nature of curriculum and pedagogy enacted through design thinking principles. From contemplating the power of self-reflection and collective action, to meeting challenges and resistance with courage, to listening with heart to people and places and responding with joy and hope in the face of our place and circumstances, each individual movement gives voice to the echoes that linger long after the official coursework is complete. Together, these six voices join together in a chorus of authentic and responsive curriculum renewal.
Invoking the metaphor of a choral performance, what follows is a series of miniature musical movements in the key of life which express the challenging, enlivening and multivocal nature of curriculum and pedagogy enacted through design thinking principles. From contemplating the power of self-reflection and collective action, to meeting challenges and resistance with courage, to listening with heart to people and places and responding with joy and hope in the face of our place and circumstances, each individual movement gives voice to the echoes that linger long after the official coursework is complete. Together, these six voices join together in a chorus of authentic and responsive curriculum renewal.