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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Educ. | doi: 10.3389/feduc.2019.00124


 Candace Schlein1*,  Dianne Smith1 and Charles Oakley2
  • 1University of Missouri–Kansas City, United States
  • 2Division of Curriculum and Instruction/ Faculty Center for Excellence in Education, University of Missouri–Kansas City, United States

Curriculum is negotiated in intricate ways through various forms of interactions between teachers and students, among students, or via acts of mentoring. Attending to the details of the experiences and interactions of such negotiations within the construct of narrative deliberation may prove to be illuminating in terms of understanding top-down and bottom-up influences on teaching and learning. In this article, we discuss the findings of a narrative inquiry into Education professors’ experiences of these forms of curricular interaction in higher education. We underscore socially just and equitable curriculum development through engagement with teacher education students. We further reflect on mentoring as an outgrowth of teaching that might serve to sustain curriculum negotiation from an equity and social justice vantage.

Keywords: Teacher Education, Social Justice, Equity, Teaching, Narrative

Received: 06 Jan 2019; Accepted: 11 Oct 2019.

Copyright: © 2019 Schlein, Smith and Oakley. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Candace Schlein, University of Missouri–Kansas City, Kansas City, United States,