CURRICULUM INQU IRY VOLUME 32 NUMBER 4 WINTER 2002

Transcription

1 CURRICULUM INQU IRY VOLUME 32 NUMBER 4 WINTER 2002

2 VOLUME 32 NUMBER 4 WINTER 2002 CONTRIBUTING AUTHORS Johan Lyall Aitken Freema Elbaz-Luwisch Carola Conle, Xin Li, and Jennifer Tan Monica Miller Marsh Henry M. Levin Andrew B. T. Gilbert Elizabeth Aaronsohn A Journal from the Ontario Institute for Studies in Education of the University of Toronto

3 Curriculum Inquiry Editor F. Michael Connelly Editorial Assistant Frances M. Tolnai Associate Editors Johan Aitken Carola Conle C. T. Patrick Diamond Joe Farrell Elizabeth Vallance Series Editors Johan Aitken, Girls and Women in Education Jean Clandinin and Miriam Ben-Peretz, Personal Practical Knowledge C. T. Patrick Diamond and Christine van Halen-Faber, Arts-Based Educational Research Book Review Editors Darryl Bautista Ariella Damelin Gail Matthews Matilda Wong Contributing Editors Patrick Allen Miriam Ben-Peretz Jean Clandinin Robin Enns Michael Fullan Ming Fang He James Heap Angela Hildyard Ken Leithwood JoAnn Phillion Consulting Editors Carl Bereiter, The Ontario Institute for Studies in Education Christopher Clark, University of Delaware Elliot Eisner, Stanford University Barry Franklin, Utah State University Gabriele Lakomski, University of Melbourne Malcolm Skilbeck, Professor Emeritus, Australia Max van Manen, University of Alberta

4 CURRICULUM INQUIRY (ISSN ) is published four times a year in the spring, summer, fall, and winter by Blackwell Publishing, with offices at 350 Main Street, Malden, MA 02148, USA and 108 Cowley Road, Oxford OX4 1JF, UK. Call us toll free at or ; fax Please visit us online at subscrip@blackwellpub.com. SUBMISSIONS Information for contributors can be found on the inside back cover of the journal. Please send all submissions to: F. Michael Connelly, Editor, Curriculum Inquiry, Rm , The Ontario Institute for Studies in Education of the University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6, CANADA. BOOKS FOR REVIEW Please direct all books for review to the Editor at the Curriculum Inquiry address above. BOOK REVIEW POLICY We are interested in publishing pieces which are sometimes described as being essay or critical reviews. We are not interested in reviews which do little more than describe and summarize the text and its argument. Our reviews give readers a flavor of the book and its argument. Readers are then able to judge whether or not the book is likely to be worth their reading or purchasing. Beyond that straightforward, but important, task, reviewers should examine assumptions, data, arguments, and conclusions from an analytical and skeptical perspective. Some reviews place the work under consideration in the context of other important works with both similar and differing perspectives. Some reviewers use the text as a vehicle for placing their own ideas in some larger framework. The use of a review to develop one s own ideas is acceptable provided that the text itself is treated adequately and fairly. The real value of a good review is to place the text within a comprehensive, intellectual context. Unfavorable reviews often usefully distinguish between a disagreement with the author s assumptions and ideology and a disagreement with the development of the argument. In making this distinction, reviewers may reveal, without undue elaboration, their own perspective while analyzing that of others. Similarly, favorable reviews may consider the extent to which underlying ideas of the book are shared by author and reviewer. A good review blends similar and dissimilar perspectives in lucid, coherent, accessible prose. We ask reviewers to reduce jargon to the minimum necessary, and to provide definitions where appropriate. Curriculum Inquiry is not a venue for personal innuendo or continuing feuds. It is a forum for strong, informed, intellectual debate. INFORMATION FOR SUBSCRIBERS New orders, renewals, sample copy requests, claims, change of address information, and all other correspondence should be sent to the Subscriber Services Coordinator at the publisher s Malden office (see address above). SUBSCRIPTION RATES FOR VOLUME 32, 2002 VOLUME: SINGLE ISSUES: CSSE Members The Americas Rest of World The Americas Rest of World Institutions $142 US $ $59 44 Individuals $37 US $45 45 $14 14 Students US $37 35 All orders must be paid by check, money order, or credit card. Only personal orders may be paid by personal check. Checks should be made payable to Blackwell. Checks in US dollars must be drawn on a US bank. Checks in Sterling must be drawn on a UK bank. Canadian residents add 7% GST. Students must provide proof of status along with payment. BACK ISSUES Back issues are available from the publisher s Malden office at the current single issue rate. UPDATES Uniquely flexible, SELECT allows you to receive exactly the information that interests you, at a frequency decided by you. This journal s tables of contents can now be ed to your desktop as each issue is published. 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Reproduction, storage, or transmission of this work in any form or by any means beyond that permitted by Sections 107 and 108 of the U.S. Copyright Law is unlawful without prior permission in writing of the Publisher, or in accordance with the terms of licences issued by the Copyright Clearance Center (CCC) and other organizations authorized by the publisher to administer reprographic reproduction rights. Please note, however, that all institutions with a paid subscription to this journal may make photocopies for teaching purposes free of charge provided such copies are not resold. For educational photocopying requests that do not originate from an institution with a paid subscription, please contact the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, phone: , fax: For all other permissions inquiries, including requests to republish material in another work, please contact the Journals Rights & Permissions Coordinator, Blackwell Publishing, Osney Mead, Oxford, OX2 0EL, UK, JournalsRights@BlackwellPublishers.co.uk INDEXING/ABSTRACTING The contents of this journal are indexed or abstracted in the following: Acad. Search, Arts & Humanities Citation Index, Current Citations, Can. Educ. Index, Child. Lit. Abstr., Contents Pages Educ., Curr. Contents Soc. Behav. Sci., Curr. Index J. Educ., Educ. Index, Educ. Technol. Abstr., EP Collection, Homework Helper, Master File Fulltext, INFO-SOUTH Abstr., Mag. Search, Multicult. Educ. Abstr., OCLC Res. Alert, Res. High. Educ. Abstr., School Organ. Manage. Abstr., Soc. Sci. Cit. Index, Sociol. Educ. 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5 Information for Contributors EDITORIAL REVIEW PROCEDURES: All papers submitted to Curriculum Inquiry are subjected to a preliminary internal review, and those deemed appropriate for publication in the journal are sent anonymously to readers. The editors rely heavily on the judgments of those readers but are not bound by them. Curriculum Inquiry conducts a blind review process. To assure anonymity, only the title should appear on the manuscript and all references to the author(s) in the manuscript should be removed. Attach a cover page with title, name, and affiliation. Intending contributors should note that the editors favor clean, cogent prose. Manuscripts are accepted for publication subject to nonsubstantive editing with the understanding that CI has the right of first publication. PREPARATION OF COPY: Five single-sided copies of the manuscript along with the original and a disk must be submitted. An Abstract of 200 to 250 words is required. This Abstract should be written on a separate page, and leave the reader with a vivid sense of the issues, findings, and conclusions of the article. Typing: Type all copy including quotations and indented matter, footnotes, and references double-spaced on standard white cm (8 1 2 _ 11 inch) paper, allowing two-inch margins at top and bottom of page, and using a minimum 12-point type size. Tables: Type each table on a separate page. Refer to each table in numerical order in the text. Prepare tables without vertical lines. REFERENCING AND BIBLIOGRAPHIC STANDARDS FOR AUTHORS: Authors preparing manuscripts for Curriculum Inquiry must follow the standards of referencing and bibliographic style specified in The Chicago Manual of Style, 14th edition. The traditional referencing system in the humanities uses numbered notes, while the author-date system is the common standard in the natural sciences. Both of these referencing systems are recognized in the Manual. The author-date system is now widely used in the social sciences, but depending on the text, it may not be appropriate there (University of Chicago Press, 1993, Sec. 15.2). Without indicating a preference between them, the Manual also identifies two bibliographic styles and names them the documentary-note or humanities style and the author-date system. 1 Within the standards of the Manual, authors may choose the system of referencing and the bibliographic style that is most appropriate to their work. While there is no necessary connection between a referencing system and its bibliographic forms, common practice in scholarly texts associates numbered notes with bibliographies (humanities style) and text citations with reference lists (author-date style). Authors using notes should follow the method of shortened references for repeated citations, and thereby avoid ibid. and op. cit. 2 The details of form vary somewhat for both styles, but the essential differences between them may be illustrated in a set of bibliographic references presented first in the humanities style and then in the author-date system. Anyon, Jean. Social Class and School Knowledge Revisited: A Reply to Ramsay. Curriculum Inquiry 15 (Summer 1985): Atkinson, Paul, and Sara Delamont. Mock-ups and Cock-ups: The Management of Guided Discovery Instruction. In The Process of Schooling, edited by Martyn Hammersley and Peter Woods, London: Routledge & Kegan Paul, Frye, Northrop. The Bush Garden. Toronto: Anansi, The Chicago Manual of Style. 14th ed. Chicago: University of Chicago Press, ****** Anyon, J Social class and school knowledge revisited: A reply to Ramsay. Curriculum Inquiry 15(2): Atkinson, P., and S. Delamont Mock-ups and cock-ups: The management of guided discovery instruction. In The process of schooling, ed. M. Hammersley and P. Woods, London: Routledge & Kegan Paul. Frye, N The bush garden. Toronto: Anansi. University of Chicago Press The Chicago Manual of Style. 14th ed. Chicago: Univ. of Chicago Press. 1 The Chicago Manual of Style, 14th ed., Sec Chicago Manual of Style, Sec

6 VOLUME 32 NUMBER 4 WINTER 2002 CONTENTS Editorial Dangerous Liaisons, Johan Lyall Aitken Articles Writing as Inquiry: Storying the Teaching Self in Writing Workshops, Freema Elbaz-Luwisch Connecting Vicarious Experience to Practice, Carola Conle, Xin Li, & Jennifer Tan Examining the Discourses That Shape Our Teacher Identities, Monica Miller Marsh Book Reviews / Dialogue The Gordian Knot of Educational Reform. An Essay Review of Books by Mark Holmes, Ernest R. House, & Joel Westheimer, Henry M. Levin Exactly How Do We Go against the Grain? A Critical Review of Going against the Grain: Supporting the Student-Centered Teacher (Elizabeth Aaronsohn, 1996), Andrew B. T. Gilbert Response to Andrew Gilbert s Review of Going against the Grain: Supporting the Student-Centered Teacher, Elizabeth Aaronsohn Rejoinder to Elizabeth Aaronsohn, Andrew B. T. Gilbert