Locating Teacher Voice in Curriculum Reform

Curriculum reform is a complex phenomenon, the outcomes of which may include changes to curriculum requirements, pedagogical practices (including assessment) and learning opportunities. The particular outcomes arising will be the product of influences exerted by multiple agents, representing a variety of voices, in a range of sites, and at particular points in time in a curriculum reform. The process of curriculum reform is, therefore, inherently complex and contested. This chapter prompts exploration of the process, specifically from the perspective of teachers and in relation to the notion of teacher voice in curriculum reform.