From insider to outsider and back again: a self-study of being and becoming a curriculum specialist in physical education

Tanton, Cheryl (2017) From insider to outsider and back again: a self-study of being and becoming a curriculum specialist in physical education. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this research was: (1) to capture my lived experiences as a curriculum specialist attempting to enact change, (2) to investigate how my identities as a curriculum specialist shape my lived experiences and how those lived experiences shape my identity and (3) provide insights into a curriculum specialist’s practice through self-study. Given that little is known about the work and lived experiences of a curriculum specialist, in particular, less is known about the identities of those who work in curriculum development and how their identities influence their daily practice (You, 2011). It is in these gaps that this study is situated thus will add to the limited body of research. This study was conducted over a 17-month period where I actively engaged in conversations with a critical friend who challenged and/or supported my assumptions. Data collection involved personal journal entries (n=39,529 words), emails, field notes from conversations with a critical friend, and artifacts and other forms of text. The analysis of data comprised of building and sifting through themes, inductive coding, synthesizing, organizing, inquiring questions and answers, insights into self, and looking for patterns for the purpose of discovering my findings (Bogdan & Biklen, 2007). I looked at problems through multiple lenses and angles, which brought about a crystallization of the data and balance to this self-study that in turn, will ensure the element of trustworthiness and ‘ring true’ to those who read it Several themes were identified from the data: how I came to develop a newly shaped view of who I was as a curriculum specialist; contrasting insider and outsider identities, tensions in coming to identify as a curriculum specialist, becoming a curriculum specialist, importance of critical friendship, establishing metaphors for my identity, from being a physical educator and becoming a curriculum specialist. This research also demonstrates the value of self-study on processing identification in being and becoming a curriculum specialist. By sharing the resulting findings from this research, others can learn from the insights about my practice as a curriculum specialist and the processes of curriculum development, and identity while using self-study research.

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