Leading A Curriculum Design Of Care Through Courage In Knowledge And Action

Abstract

This paper explores what happens when you set out to lead acaring curriculum program design in a range of internationalcontexts over several years with the premise of a shared vision.Through a single composite case approach, we have capturedthe essence of our learnings by combining our individualaccounts of eleven programs across a range of contexts to forma single composite case which sought to capture the macro-,meso-, and micro- factors at play. Employing collaborativeautoethnography (CAE) and a metaphorical, three-dimensionalpersonal narrative inquiry framework, the data (as momentsand reflections recounted) emerged through close analyses ofthe experiences of two senior education leaders. We identifiedin our data the three themes as described in the literature:curriculum, leadership an

This paper explores what happens when you set out to lead a caring curriculum program design in a range of international contexts over several years with the premise of a shared vision. Through a single composite case approach, we have captured the essence of our learnings by combining our individual accounts of eleven programs across a range of contexts to form a single composite case which sought to capture the macro-,meso-, and micro- factors at play. Employing collaborative autoethnography (CAE) and a metaphorical, three-dimensional personal narrative inquiry framework, the data (as moments and reflections recounted) emerged through close analyses of the experiences of two senior education leaders. We identified in our data the three themes as described in the literature: curriculum, leadership and care. A further sub-theme revealed that we, as leaders, care for others. However, while we enacted transrelational leadership, we were thwarted in our goal at all levels of the system. The study tells the story of how, where and why we failed. Rather than experiencing failure as a source of shame and avoiding it, we grew from the lessons learned. Key to our findings is the creation of the term “curriculum of care in higher education”. This idea is new to curriculum design discourse in higher education. It is defined as advocating for an environment where we are all included, supported, belong and feel safe, brave and care for each other. There is a commitment to asking ‘what happened to you?’ What is integral is the nature of academics’ and students’ agency in their work.

d care. A further sub-theme revealedthat we, as leaders, care for others. However, while we enactedtransrelational leadership, we were thwarted in our goal at alllevels of the system. The study tells the story of how, where andwhy we failed. Rather than experiencing failure as a source ofshame and avoiding it, we grew from the lessons learned. Key toour findings is the creation of the term “curriculum of care inhigher education”. This idea is new to curriculum designdiscourse in higher education. It is defined as advocating for anenvironment where we are all included, supported, belong andfeel safe, brave and care for each other. There is a commitmentto asking ‘what happened to you?’ What is integral is the natureof academics’ and students’ agency in their work.

Keywords

composite case, curriculum design, curriculum of care, ecosystem, educational leadership

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