In educational policy, research and practice circles, there has been much attention in recent times to the power and potential of social networks for supporting educational improvement. Improving the Relational Space of Curriculum Realisation foregrounds the potential of the relational space, and its improvement, in the context of curriculum realisation in particular.
Curriculum reform is a key level in systems' efforts to meet ambitious goals for student achievement, progress and wellbeing. Both large-scale reform and school-level curriculum change present learning demands for school leaders and teachers alike, and they simultaneously give rise to challenges and opportunities for those charged with giving effect to them. The authors highlight the role of social capital in addressing those demands, challenges, and opportunities, emphasising the need improve the relational space within which curriculum change takes place.
Improving the Relational Space of Curriculum Realisation outlines an approach to intervention that helps educators solve problematic patterns in their networks, leverage resources better within and across school networks, and embed relational conditions that are conducive to ambitious curriculum goals being realised.
About the Author: Claire Sinnema is an Associate Professor in the Faculty of Education and Social Work, The University of Auckland, New Zealand.
Alan J. Daly is a Professor and the Director of Educational Leadership Doctoral Programs in the Department of Education Studies at the University of California, San Diego.
Joelle Rodway is an Assistant Professor in the Faculty of Education, Memorial University of Newfoundland, Canada.
Darren Hannah is an EdD candidate at The University of Auckland, New Zealand.
Rachel Cann is a PhD candidate at the University of Auckland, New Zealand.
Yi-Hwa Liou is a Professor of the Department of Educational Management at the National Taipei University of Education, Taiwan.
