The Enacted Curriculum: Representations of Nature in Science Teaching
We present an ethnographic case study of how one teacher represented nature while teaching seventh-grade science in her classroom. The study was conducted in a middle school in a rural county in the state of Georgia. The analysis of the enacted curriculum in this case study highlights the ability of discourses to ontologically represent and reproduce our material-social world for the students. The decades of reduced autonomy and heightened accountability in the United States have disincentivized science teachers to teach anything other than the officially authorized ontology of the world. Therefore, the study shows that the teacher taught in ways that largely naturalized the normative interpretation of the world as inscribed in the intended curriculum.
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