About Us

Who We Are

In July, 2016, the Interdisciplinary Centre for Research in Curriculum as a Social Practice (ICRCSP) became a Senate approved research centre focused on collaborating across sectorial and disciplinary boundaries, to think in new ways about curriculum in schools, in our communities, and in higher education settings.

Collectively, we include practitioners, students, community members, scholars and educational experts in curriculum research spanning multiple disicplines and settings.

Purpose

The Research Centre strives to have a positive impact on curriculum development, policy and practice in ways that best serve learners of all ages. We actively promote research that challenges reductionist views of curriculum, and is inclusive of previously omitted components of Canadian curricula. For example, we take seriously the Truth and Reconciliation Commission of Canada's Call to Action (PDF) with respect to Education for Reconciliation.

Governance

The ICRCSP is committed to engaging researchers and other stakeholders to undertake research related to our purpose. See 'Join Us' to learn how you may become involved. We are governed by a Governing Board as set out by Western University's Senate, and advised by a Research Advisory Committee.

Our Research Advisory Committee:

Professor Mark Priestley, Deputy Dean of the Faculty of Social Sciences, and Director of the Network for Curriclum Studies, University of Stirling, Stirling, UK.

Professor Priestely started his career as a History teacher, working in secondary education in England and New Zealand. He is a former Director of Initial Teacher Education and First Year Educational Studies.

Amongst his publications:

  • Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher Agency: An Ecological Approach. London: Bloomsbury Academic.
  • Priestley, M & Biesta, GJJ (eds.)(2013). Reinventing the curriculum: new trends in curriculum policy and practice. London: Bloomsbury.
  • Drew, V., Priestley, M. & Michael, M. (2016). Curriculum Development Through Critical Collaborative Professional Enquiry. Journal of Professional Capital and Community, 1[1], 92-106.
  • Priestley, M., Laming, M & Humes, W. (2015). Emerging school curricula: Australia and Scotland compared. Curriculum Perspectives, 35[2], 52-63.

For more information, see the Stirling Network for Curriculum Studies


Senior Lecturer in Education, Danel Alvunger, Pro-Dean of the Board of Teacher Education, Linnæus University, Kalmar/Växjö, Sweden. Alvunger has a background as an Upper secondary teacher in Swedish and History. The main parts of his teaching are within the Upper secondary teacher programme and the Vocational teacher programme where he teaches educational history (with an emphasis on vocational educational history), curriculum theory and didactics, vocational learning and development work and evaluation. Alvunger’s research is focused on the following areas:

  • Education policy and curriculum making as social practice, i.e. the relationship between transnational education policy, national educational reforms and implications in local school and teaching contexts. On local arenas, it concerns teachers’ professional agency and how teachers interpret, transform and enact the curriculum in practice and how different forms of knowledge are expressed in teaching.
  • The knowledge base and organisation of teacher education, for example partly how different discourses shape and frame the understanding of the teaching profession and how various actors make meaning of the content of teacher education, partly how empirically oriented analyses can be used to develop teacher education practice.
  • Leadership theory (teacher leadership) and school development– leadership practice and relations between different actors involved in local school development work, primarily school leaders and teacher leaders, and sub-systems in the local school organisation.

He is part of the research group Studies in Curriculum, Teaching and Evaluation at Linnæus University but also engaged in various international networks and contexts:

  • Associate editor of The Curriculum Journal (run by British Educational Research Association)
  • Network 3 Curriculum in European Educational Research Association
  • Member in General Council Committe for European Association of Curriculum Studies, EuroACS

Recent publications:

  • Alvunger, D. & Grahn Johansson, V. (2018). Exploring Recontextualisation of Didactic Ability and Vocational Teacher Students’ Professional Learning Through Video Analysis, Special Issue, Nordic Journal of Vocational Education and Training 8(3), 36–56.
  • Alvunger, D. (2018), Teachers' Curriculum Agency in Teaching a Standards-Based Curriculum. The Curriculum Journal, 29(4), 479-498.
  • Wahlström, N.; Alvunger, D.; Sundberg, D. (2018), Teachers Matter – But How? Milton Park: Taylor and Francis.
  • Adolfsson, C-H. & Alvunger, D (2017). The selection of content and knowledge conceptions in teaching of curriculum standards in compulsory schooling. In: Transnational curriculum standards and classroom practices. The new meaning of teaching, Wahlström, N. & Sundberg, D. (Eds). London: Routledge
  • Adolfsson, C. &Alvunger, D. (2017). The nested systems of local school development: Understanding improved interaction and capacities in the different sub-systems of schools. Improving Schools. 20. 195-208.
  • Alvunger, D.& Wahlström, N. (2017). Research-based teacher education? Exploring the meaning potentials of Swedish teacher education. Teachers and Teaching : theory and practice.

Professor Sharon Rich, (Emerita) Former Associate Vice-President, Academic, Former Dean of Education, Nipissing University, North Bay, ON.
Dr. Elizabeth Thorn Chair in Literacy and Language Arts

Professor Rich was an educator and consultant prior to working at the University of Alberta, Western University, the University of New Brunswick and Nipissing University. She was former Chair of the Continuing Teacher Education program at Western, and Dean of the Faculty of Education at UNB.

Amongst her publications:

  • Riley, T., & Rich, S. (2011). No More Boundaries: Narrative Pedagogies, Curriculum, and Imagining Who We Might Become. In K. Y., Darren Stanley (Ed.), Contemporary Studies in Canadian Curriculum: Principles, Portraits, and Practices (pp. 101–123). United States: Detselig Enterprises.
  • Rich, S. (2010). Where are we? The state of education in the 21st Century. Learning Landscapes. Auger, W. & Rich, S. (2007). Curriculum theory and methods: Perspectives on teaching. Toronto: John Wiley and Sons.

Dr. Roz Stooke, (Retired). Dr. Stooke began her career as a teacher and community librarian. She teaches graduate courses in Curriculum Studies and her research interests include the study of curriculum (in particular early literacy) in community settings. She explores the social organization of practitioners’ work in community settings such as libraries, play groups and other informal spaces. She is also interested in the scholarship of teaching and learning in higher education, especially in the area of support for graduate student writing.

Amongst her publications:

  • Hamilton, M., Heydon, R., Hibbert, K. & Stooke, R. (Eds). (2015). Negotiating spaces for literacy learning: Multimodality and governmentality. London, UK: Bloomsbury.
  • Ng., L., Hibbert, K., Regan, S. Phelan, S. Stooke, R., Metson, C. Schryer, C. Manampe, M. & Friesen, F. (2015). Supporting children with disabilities at school: Implications for the advocate role in professional practice and education. Disability and Rehabilitation.
  • Ng, S., Stooke, R., Regan, S., Hibbert, K., Schryer, C., Phelan, S., & Lingard, L. (2013). An institutional ethnography inquiry of health care work in special education: A research protocol. International Journal of Integrated Care, 13(8), 2-11.