I've spiralled my way back to this question with a desire to unpack why I feel some tension around the terminology of "emergent" curriculum. Is curriculum the active agent? Does it reveal itself? If so, what role do educators play in taking up the passively emerging information? How do we use our interpretations of our experiences with children to respond and expand upon their learning? And what the heck do ukuleles have to do with this conversation?? Join me in wondering about an educator's role in offering responsive, informed, and intentional curricula.Support the show

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