{"id":{"repo_id":"the-open-u","oai_identifier":"oai:oro.open.ac.uk:54631"},"canonical_url":"https://search.dev.ndltd.org/etd/the-open-u/oai:oro.open.ac.uk:54631","repository":{"repo_id":"the-open-u","name":"The Open University","base_url":"https://oro.open.ac.uk/cgi/oai2"},"display":{"title":"Emerging curriculum","abstract":"In this autobiographical narrative study I consider how curriculum, in particular the mathematical curriculum, emerged for me throughout my life.
My aims with this study are:
- to show how my concept of curriculum has emerged and changed over time.
- to encourage others to envisage curriculum in a range of different, but complementary ways.
I started with a naive view of curriculum-the received curriculum. While teaching this changed. I began to appreciate levels of curriculum (national, school and classroom), to realize that within the constraints of a national curriculum I had professional freedom and to understand how students negotiate curriculum. I also became aware of curriculum as a continually changing process rather than a product.
As an education officer in the curriculum development division, my views evolved further. I juggled with the conflict between all planning for the classroom and curriculum as government policy. My understanding grew about the assessed curriculum, the global curriculum, the development process (based on a research-development-dissemination model) and the notion that a curriculum should operationalize educational aims. I realized that contradictory perspectives on curriculum needed to co-exist.
In the last 15 years I worked in tertiary institutions. My scholarship focussed on curriculum-related matters. My view of curriculum became multi-dimensional and complex, with associated documents and development being inseparable from curriculum; and I formulated a model in which curriculum, development and other influencing activities are envisaged as a complex living system.","abstract_html":"In this autobiographical narrative study I consider how curriculum, in particular the mathematical curriculum, emerged for me throughout my life. <br></br><br></br>My aims with this study are: <br></br><br></br>- to show how my concept of curriculum has emerged and changed over time.<br></br><br></br>- to encourage others to envisage curriculum in a range of different, but complementary ways. <br></br><br></br>I started with a <i>naive</i> view of curriculum-the <i>received</i> curriculum. While teaching this changed. I began to appreciate <i>levels</i> of curriculum (national, school and classroom), to realize that within the constraints of a <i>national</i> curriculum I had professional freedom and to understand how students <i>negotiate</i> curriculum. I also became aware of curriculum as a continually changing <i>process</i> rather than a <i>product</i>. <br></br><br></br>As an education officer in the curriculum development division, my views evolved further. I juggled with the conflict between <i>all planning for the classroom</i> and curriculum as government policy. My understanding grew about the <i>assessed</i> curriculum, the <i>global</i> curriculum, the development process (based on a <i>research-development-dissemination</i> model) and the notion that a curriculum should operationalize educational aims. I realized that contradictory perspectives on curriculum needed to co-exist.<br></br><br></br> In the last 15 years I worked in tertiary institutions. My scholarship focussed on curriculum-related matters. My view of curriculum became <i>multi-dimensional</i> and <i>complex</i>, with associated documents and development being inseparable from curriculum; and I formulated a model in which curriculum, development and other influencing activities are envisaged as a <i>complex living system</i>.","abstract_has_math":false,"creators":["Begg, Andrew John Cameron"],"institution":"The Open University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006","date_published":"2006","updated_at":"2026-07-24T05:02:45Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Begg, Andrew John Cameron"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2006"]},{"key":"dc:date.issued","label":"Date","values":["2006"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["The Open University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://oro.open.ac.uk/54631/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://oro.open.ac.uk/54631/1/430589.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In this autobiographical narrative study I consider how curriculum, in particular the mathematical curriculum, emerged for me throughout my life.
My aims with this study are:
- to show how my concept of curriculum has emerged and changed over time.
- to encourage others to envisage curriculum in a range of different, but complementary ways.
I started with a naive view of curriculum-the received curriculum. While teaching this changed. I began to appreciate levels of curriculum (national, school and classroom), to realize that within the constraints of a national curriculum I had professional freedom and to understand how students negotiate curriculum. I also became aware of curriculum as a continually changing process rather than a product.
As an education officer in the curriculum development division, my views evolved further. I juggled with the conflict between all planning for the classroom and curriculum as government policy. My understanding grew about the assessed curriculum, the global curriculum, the development process (based on a research-development-dissemination model) and the notion that a curriculum should operationalize educational aims. I realized that contradictory perspectives on curriculum needed to co-exist.
In the last 15 years I worked in tertiary institutions. My scholarship focussed on curriculum-related matters. My view of curriculum became multi-dimensional and complex, with associated documents and development being inseparable from curriculum; and I formulated a model in which curriculum, development and other influencing activities are envisaged as a complex living system."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Emerging curriculum"]}]}],"canonical_facts":{"dc:creator":["Begg, Andrew John Cameron"],"dc:date":["2006"],"dc:date.issued":["2006"],"dc:description.abstract":["In this autobiographical narrative study I consider how curriculum, in particular the mathematical curriculum, emerged for me throughout my life.
My aims with this study are:
- to show how my concept of curriculum has emerged and changed over time.
- to encourage others to envisage curriculum in a range of different, but complementary ways.
I started with a naive view of curriculum-the received curriculum. While teaching this changed. I began to appreciate levels of curriculum (national, school and classroom), to realize that within the constraints of a national curriculum I had professional freedom and to understand how students negotiate curriculum. I also became aware of curriculum as a continually changing process rather than a product.
As an education officer in the curriculum development division, my views evolved further. I juggled with the conflict between all planning for the classroom and curriculum as government policy. My understanding grew about the assessed curriculum, the global curriculum, the development process (based on a research-development-dissemination model) and the notion that a curriculum should operationalize educational aims. I realized that contradictory perspectives on curriculum needed to co-exist.
In the last 15 years I worked in tertiary institutions. My scholarship focussed on curriculum-related matters. My view of curriculum became multi-dimensional and complex, with associated documents and development being inseparable from curriculum; and I formulated a model in which curriculum, development and other influencing activities are envisaged as a complex living system."],"dc:format":["application/pdf"],"dc:identifier.uri":["https://oro.open.ac.uk/54631/1/430589.pdf"],"dc:language":["en"],"dc:publisher.institution":["The Open University"],"dc:relation.isreferencedby":["https://oro.open.ac.uk/54631/"],"dc:title":["Emerging curriculum"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T05:02:45Z"}