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‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’.

Helen Lewis Orcid Logo, susan chapman, Gary Beauchamp, Rosy Ellis, Lisa Sheriff, Jane Waters-Davies, Graham French, Tom Crick Orcid Logo, Rachel Wallis, et al

British Educational Research Association (BERA) conference 2023

Swansea University Authors: Helen Lewis Orcid Logo, Tom Crick Orcid Logo

Abstract

In Wales, a new Curriculum for Wales is being implemented which recognises the importance of belonging and identity and uses the idea of cynefin to capture this. Cynefin is identified as a concept unique to each individual pupil, shaped by their histories, landscapes and developing identities (Welsh...

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Published in: British Educational Research Association (BERA) conference 2023
Published: 2024
URI: https://cronfa.swan.ac.uk/Record/cronfa65418
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spelling v2 65418 2024-01-05 ‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’. daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2024-01-05 EDUC In Wales, a new Curriculum for Wales is being implemented which recognises the importance of belonging and identity and uses the idea of cynefin to capture this. Cynefin is identified as a concept unique to each individual pupil, shaped by their histories, landscapes and developing identities (Welsh Government, 2020). However, cynefin is a somewhat slippery term (Adams and Beauchamp, 2022). It is an old Welsh word that comes from hill farming, describing how sheep feel a mysterious attachment to the land (Tyne, 2022). In dictionaries it is defined as “habitat” as a noun, or “acquainted” as an adjective, yet it has no direct English translation.The papers in this symposium view cynefin through a variety of lenses, from theoretical to empirical evidence from primary school pupils in Wales. This work is contextualised by a view of Wales as a 'statelet' (Evans, 2022), situated in different conceptions of ‘nation’, from ‘Banal Nationalisms’ (Billig 1995) to ‘Performative’ nationalisms (Bhahba, 1988). It acknowledges Sant et al.’s (2015) warning against repeating historical mistakes of the classic nation state curriculum and how care needed not to create an inauthentic and self-serving 'romantic patriotic' version of the nation. There is therefore a need to reflect the historical ‘back-stories’ and meaningful present of local, national and global identities, but also to project future aspirational notions of citizenship in local, national and international arenas. Part of this future are children currently in primary schools in Wales, but Scourfield et al. (2006) suggestthat children have a limited repertoire of resources to draw upon in developing a Welsh identity. In addition, the interpretation of cynefin as a core concept of the new curriculum can be limiting and exclusionary if associated simply with localities and local demography. (Williams et al., 2021, p.10). Conference Paper/Proceeding/Abstract British Educational Research Association (BERA) conference 2023 Curriculum for Wales; cynefin; belonging 12 9 2024 2024-09-12 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University Not Required Welsh Government 2024-03-23T12:21:56.5165035 2024-01-05T22:23:23.8365056 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Helen Lewis 0000-0003-4329-913X 1 susan chapman 2 Gary Beauchamp 3 Rosy Ellis 4 Lisa Sheriff 5 Jane Waters-Davies 6 Graham French 7 Tom Crick 0000-0001-5196-9389 8 Rachel Wallis 9 et al 10
title ‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’.
spellingShingle ‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’.
Helen Lewis
Tom Crick
title_short ‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’.
title_full ‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’.
title_fullStr ‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’.
title_full_unstemmed ‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’.
title_sort ‘“My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales’.
author_id_str_mv daebf144a10dc3164bff6ec1800d66d3
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author_id_fullname_str_mv daebf144a10dc3164bff6ec1800d66d3_***_Helen Lewis
200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Helen Lewis
Tom Crick
author2 Helen Lewis
susan chapman
Gary Beauchamp
Rosy Ellis
Lisa Sheriff
Jane Waters-Davies
Graham French
Tom Crick
Rachel Wallis
et al
format Conference Paper/Proceeding/Abstract
container_title British Educational Research Association (BERA) conference 2023
publishDate 2024
institution Swansea University
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description In Wales, a new Curriculum for Wales is being implemented which recognises the importance of belonging and identity and uses the idea of cynefin to capture this. Cynefin is identified as a concept unique to each individual pupil, shaped by their histories, landscapes and developing identities (Welsh Government, 2020). However, cynefin is a somewhat slippery term (Adams and Beauchamp, 2022). It is an old Welsh word that comes from hill farming, describing how sheep feel a mysterious attachment to the land (Tyne, 2022). In dictionaries it is defined as “habitat” as a noun, or “acquainted” as an adjective, yet it has no direct English translation.The papers in this symposium view cynefin through a variety of lenses, from theoretical to empirical evidence from primary school pupils in Wales. This work is contextualised by a view of Wales as a 'statelet' (Evans, 2022), situated in different conceptions of ‘nation’, from ‘Banal Nationalisms’ (Billig 1995) to ‘Performative’ nationalisms (Bhahba, 1988). It acknowledges Sant et al.’s (2015) warning against repeating historical mistakes of the classic nation state curriculum and how care needed not to create an inauthentic and self-serving 'romantic patriotic' version of the nation. There is therefore a need to reflect the historical ‘back-stories’ and meaningful present of local, national and global identities, but also to project future aspirational notions of citizenship in local, national and international arenas. Part of this future are children currently in primary schools in Wales, but Scourfield et al. (2006) suggestthat children have a limited repertoire of resources to draw upon in developing a Welsh identity. In addition, the interpretation of cynefin as a core concept of the new curriculum can be limiting and exclusionary if associated simply with localities and local demography. (Williams et al., 2021, p.10).
published_date 2024-09-12T12:21:53Z
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