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Panel Session – Storying Curriculum Enactment


Interdisciplinary Possibilities

Start Date

6th Sep 2017 2:00pm

End Date

6th Sep 2017 3:30pm


Education Video Conference Rooms

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.B.159 Video

RSVP / Contact Information

1st September to

Panel Members

  • Chair: Dr Abbey MacDonald (University of Tasmania)
  • Professor Robyn Ewing (University of Sydney)
  • Professor Kim Beswick (University of Tasmania)
  • A/Professor Sharon Fraser (University of Tasmania)

Curriculum studies encompass investigation of the deconstruction of ideas, approaches and artefacts as socially constructed text that underpin curriculum decision-making, development and enactment. The ways in which stories inherent to specific disciplinary contexts entwine with curriculum development and study storylines implicate teacher interpretation and enactment. What do these sometimes interrelated and at other times conflicting trajectories of curriculum enactment look like for teacher educators working across different disciplines? What possibilities might emerge from examination of the curriculum storylines that allow us to understand how teachers across various disciplines enact new curriculum? What storylines are distinct and/or shared across disciplines in relation to how teachers enact curriculum? How do teacher educators support beginning teachers to embrace curriculum as a means of enabling possibilities? In this panel session, Robyn Ewing, Kim Beswick and Sharon Fraser engage us in a conversation around the possibilities and potentialities inherent in the storylines of curriculum dilemmas, development, enactment and studies.

Professor Robyn Ewing

Professor of Teacher Education and the Arts
School of Education and Social Work, University of Sydney

Robyn Ewing AM is Professor of Teacher Education and the Arts in Sydney School of Education and Social Work, University of Sydney. She teaches in the areas of curriculum, English and drama, language and early literacy development and works with both undergraduate and postgraduate pre-service and inservice teachers. Robyn is passionate about the Arts and education and the role quality arts experiences and processes can and should play in creative pedagogy to transform the curriculum at all levels of education. A former primary teacher, Robyn enjoys working collaboratively with classroom teachers interested in innovative curriculum practices and has worked as an academic mentor with teachers in a range of primary and secondary schools.

In the areas of English, literacy and the arts, Robyn's research has particularly focused on the use of educational or process drama with authentic literary texts to develop students' imaginations and critical literacies. She has been published widely in this area and has worked in partnership with Sydney Theatre Company on the School Drama program since 2009. Her current research interests also include teacher education, especially the experiences of early-career teachers and the role of mentoring; sustaining curriculum innovation and evaluation; inquiry and case-based learning; and innovative qualitative research methodologies including the role of the Arts in educational research.

Robyn was president of the Primary English Teachers Association (PETAA) from 2001-2006 and is a past president and Principal Fellow of the Australian Literacy Educators Association (ALEA) and former vice president of Sydney Story Factory. She is also a council member of the Australian Film, Television and Radio School (AFTRS), an Honorary Associate with Sydney Theatre, Board member of West Words and Visiting Scholar at Barking Gecko Children's Theatre.