Living Curricula: Developing a participatory action research process for curricular evaluation and evergreening via a learning management system
Researcher: Jenna O’Connor (Distance Learning Centre)
Project Summary:
The Saskatchewan Teachers’ Perspective on Curriculum Renewal (2016) calls on teachers to advocate for curricula that must reflect and be responsive to the unique and ever-changing realities of Saskatchewan’s classrooms. Curricula that are developed, understood, and implemented by the profession are positioned to center the foundational goals of being rich, high quality, and context sensitive to support student learning and achievement.
My objective is to develop and evaluate a participatory action research (PAR) process that reimagines curricula as living documents – responsive to new knowledge, societal growth, regional issues, and cultures. I propose the use of a learning management system (LMS) for ongoing curricular evaluation and evergreening. Using a professional development approach, a dynamic, iterative process of review, reflection, and revision will be applied through the lens of a framework that is subject specific or issue oriented.
My study is rooted in my research experience and commitment to northern, Indigenous education. Thus, the upcoming draft English language arts (ELA) 30 curriculum will be interpreted through an anti-oppressive framework that evaluates its alignment with the aims of education for reconciliation.
This qualitative, observational case study will invite ELA 30 teacher participants to enroll in an asynchronous LMS course (e.g., Moodle or Canvas) that includes one live session. Eight learning modules, totalling ~20 hours of study, will: guide reflection on the vision of the project and activate prior knowledge about curriculum theory and perspectives; overview the anti-oppressive, education for reconciliation framework and apply it the ELA 30 curricular review; and co-construct revisions to recommend to the Ministry of Education. Through systematic, collaborative, critical, and self-reflective problem solving as insiders in their own settings, participatory action researchers study the effects of their actions to understand and improve practice (Anderson et al., 2007). Working against assumptions of neutrality, objectivity and bias in qualitative inquiry, PAR helps people live well and change history by validating and creating spaces to produce knowledge by and with those who are from their professional communities (Kemmis & McTaggart, 2005; Miskovic & Hoop, 2006; Roulston & Shelton, 2015). Participation could represent teachers’ contributions to their professional growth plans.
The study leverages existing technology and provides a template to examine any curricula. I see potential to review methods and resources and to integrate special topics, regional challenges, or emerging issues, along with the option to redact outdated curricular content. Newer curricula include a “versioning history” section, making space for this evaluation process, but I have not seen any curricular revisions documented yet. It suggests a ministry-recognized need waiting to be actualized.