Curricular Concerns and Practices in a Krishnamurti School

Abstract

The chapter is an attempt to coherently weave the observations from brief fieldwork conducted in two unique settings to make inquiries into curriculum practices and its production. It interrogates the notion that curriculum is a fixed transactional entity, designed by distant regulatory bodies that is passively transmitted, to reveal its dynamic components constituting it as a continuous process and dialogue. The ethnographical study of the curricular practices in a mixed age group setting, where there is recognition of the different learning positions of each child that leaves enough room for manoeuvre, provides insights on how learning takes place within and also outside the space of premediated instruction. The ‘lived aspect’ of the curriculum emerges in the close interactions between the learner and teacher, both fluid and interchangeable categories that are embedded in an environment that has a very different organisation of time and space.