Educational Reform, Public Engagement and “Complexity”

Abstract

Educational reform is a political reality in North America yet it is rare for the public to be engaged in directing curriculum reform. Using the lens of 5 C’s — Complexity, Community, Conversation, Currere, and Cosmology — as a framework (Doll & Gough, 2002), I explore Inspiring Education: A Dialogue With Albertans, an initiative which took place in 2009-10, aimed at engaging the public in creating a vision for education over 20 years. Engaging the public in this reform dialogue was unique in using a ‘currere-like’ question process. In this paper I will offer three points. First, I will set out sufficient details of the ‘currere-like’ process for others to replicate. Second, I will argue that educational reform initiatives should be based upon more inclusive and authentic public engagement. Third, I will provide evidence — using words from dialogue participants — about how valuable the public’s input can be in creating an expansive vision of education.