
Contents
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Introduction Introduction
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The economic and institutional context The economic and institutional context
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Focusing on academic literacy rather than learner autonomy Focusing on academic literacy rather than learner autonomy
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Liberal-humanist successes on the road to criticality Liberal-humanist successes on the road to criticality
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The beguiling appeal of the liberal-humanist approach The beguiling appeal of the liberal-humanist approach
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Curriculum development as communication? Curriculum development as communication?
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Collaborative curriculum development: Reflection or surveillance? Collaborative curriculum development: Reflection or surveillance?
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Documenting the curriculum: Coherence or normalisation? Documenting the curriculum: Coherence or normalisation?
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Curriculum and incommensurability: Different figured worlds of academic literacy Curriculum and incommensurability: Different figured worlds of academic literacy
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On questions of power and autonomy … On questions of power and autonomy …
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Acknowledgments Acknowledgments
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12 Autonomy and control in curriculum development: ‘Are you teaching what we all agreed?’
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Published:May 2009
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Abstract
Transposing different issues to the area of curriculum development, this chapter draws an illuminating parallel between collaborative dialogue in the language classroom and processes of collaborative curriculum development entailing critically engaged dialogues with all participants involved, including students and part-time teaching staff. Relating and reflecting on their own experiences of engaging and coordinating various participant voices in the curriculum development process, this chapter makes the point that there is no curriculum without communication. However, it also highlights the challenge and complexity of this collaborative process, and problematise the notion of “equal, dialogic participation”, given the realities of unequal power relations and divergent perspectives among participants. The chapter concludes that the project of collaborative autonomy must always engage with questions of power.
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