Jim Gavelek and I adapted Rom Harré's (1984) work to detail the conversational spaces in which the curriculum is appropriated and transformed, made public; and
sometimes changes to that curriculum become new conventional practices (Gavelek & Raphael, 1996, see Figure 3).
In this way mandated
changes are presented, we are trained in those
changes in terms of technical requirements (
sometimes as simple as re-labeling existing
curriculum and practice) and then we are expected
to implement those
changes (p. 200).