Curriculum and Students in Classrooms by Gershon Walter S.;

Author:Gershon, Walter S.; [Gershon, Walter S.]
Language: eng
Format: epub
Publisher: Lexington Books/Fortress Academic
Published: 2017-08-15T00:00:00+00:00

The Enacted Pedagogy and its Explicit and Implicit Meanings

If enacted curriculum is curriculum as it is interpreted and employed by teachers and students in classrooms, enacted pedagogy can be understood as the way in which teachers deliver curriculum as well as how they participate in the curriculum they enact together with students. As is likely clear to the reader, lines between curriculum delivery, the pedagogy teachers enact, and the curriculum they enact together with students can be blurry at best. In an effort to speak to these porous boundaries as clearly as possible, here, where curriculum delivery articulates the formal curriculum teachers presented to students, enacted pedagogy are the means and modes through which that curriculum was taught, and the enacted curriculum are the ideas and ideals students worked to make together with their teachers.

For example, how a teacher expresses a given idea in the textbook is curriculum delivery, the mode of its delivery is the enacted pedagogy (lecture, small groups, a game), and the back-and-forth of students and teachers’ understandings of that idea is the enacted curriculum. While the formal curriculum at GFS was most coherently manifest in the program’s Teacher’s Editions, the literature is clear that the meanings in the pages of textbooks are not necessarily the same meanings that teachers seek to deliver, how teachers present that material, or the concepts teachers and students negotiate in classrooms (e.g., Foley, 2010; Spindler and Spindler, 1982).

Although daily lessons were divided into two parts, whole class instruction and Independent Work Time, their sociocultural interpretations and expressions were neither separate nor applicable only during one instructional period and not the other. Rather, implicit and explicit knowledge was co-created through face-to-face interactions during all classroom lessons, an iterative and recursive process through which all classroom actors collectively established and reified curricular meanings.

Returning to talk of cultural facts utilized in the book’s introduction, these curricular understandings are cultural facts, sociocultural constructions of meaning that are at once constructed and reified through local actors’ ideas and ideals expressed through their interactions. The remainder of this chapter is dedicated to documenting the ways in which Mr. Jimenez, Mr. Gutierrez, and the respective groups of students they taught worked together in order to fact the following three central curricular understandings:

Keeping up with the program’s pace was of greater importance than student comprehension

Implicit bargain #1: Teachers and students agreed to work hard at arriving at the correct answers provided in the Teacher’s Edition in exchange for not having to consider concepts or constructs outside the parameters of the program

Implicit bargain #2: Classroom actors’ hard work in arriving at the correct answers, in the correct fashion, and at the proper pace during whole class instruction, was rewarded by a relaxing of the social rules of lessons during IWTCorollary: Rules remained relaxed provided that students continued to enact the performance of working on the content of IWT in such a way that their teacher could actively ignore their interactions

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