@article{Martín Alonso_Blanco García_Sierra Nieto_2018, title={Narrative inquiry on tensions lived by a high school teacher in the process of curriculum making}, volume={26}, url={https://epaa.asu.edu/index.php/epaa/article/view/3571}, DOI={10.14507/epaa.26.3571}, abstractNote={<p>In this article we delve into tensions lived by teachers when there is no coincidence between intentions and desires of curricular plan and lived experience. By means of a narrative inquiry we go deep on a high school teacher´s experience and we pause in a short time period in which he lived a disagreement with the educational inspection and the official curriculum. Later, through an exegetical analysis, we relate the teacher´s story with the scientific literature, in order to open new questions and thoughts that help to live tensions in a fruitful way. The analysis points out to three dimensions where tensions are lived: needs, language and time. Finally, the study of these tensions shows that their origin is located in an epistemological framework. It means, they are the result of a friction between different educational knowledge perspectives, which turn out to be different ways of dealing with planning and teacher work.</p>}, journal={Education Policy Analysis Archives}, author={Martín Alonso, Diego and Blanco García, Nieves and Sierra Nieto, J. Eduardo}, year={2018}, month={Nov.}, pages={144} }