Reimagining a curriculum in crisis.

Area of Science:

• Education
• Curriculum Studies
• Sociology of Education

Background:

• The COVID-19 pandemic presented unprecedented challenges to existing educational frameworks.
• There is a need to question traditional notions of curriculum and knowledge acquisition.
• The author's doctoral experience highlights a gap in current curricula regarding holistic development.

Purpose of the Study:

• To reimagine curriculum possibilities in response to the COVID-19 crisis.
• To explore a curriculum model emphasizing compassion, community, and relational accountability.
• To integrate Indigenous, ecological, and postmodern theories into curriculum design.

Main Methods:

• Reflective practice drawing on doctoral student experiences.
• Theoretical negotiation using Indigenous, ecological, and postmodern curriculum theories.
• Conceptual exploration of holistic learner nourishment and sense of wonder.

Main Results:

• Identified the potential of a curriculum centered on compassion, community, and relational accountability.
• Proposed an educational response focused on nourishing the learner spirit and connectedness.
• Advocated for a curriculum that cultivates a sense of wonder and adaptability.

Conclusions:

• Curriculum must be re-conceived to be responsive to the complexities of lived experiences.
• Educational approaches should move beyond outcome mastery to embrace holistic development.
• The COVID-19 crisis offers an opportunity to create more meaningful and adaptable curricula.