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‘My picture is not in Wales’: pupils’ perceptions of cynefin (Belonging) in primary school curriculum development in Wales
,
Rosy Ellis ,
Gary Beauchamp ,
Lisa Sheriff,
David Stacey,
Jane Waters-Davies ,
Adam Lewis,
Catherine Jones,
Merris Griffiths,
Sammy Chapman ,
Rachel Wallis,
Elizabeth Sheen,
Tom Crick ,
Helen Lewis ,
Graham French ,
Stephen Atherton
Education 3-13, Volume: 51, Issue: 8, Pages: 1214 - 1228
Swansea University Authors:
Tom Crick , Helen Lewis
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DOI (Published version): 10.1080/03004279.2023.2229861
Abstract
In the new Curriculum for Wales (Cwricwlwm i Gymru) which is phasing in from September 2022, the concept of ‘cynefin’ (‘the place where we feel we belong’) is core to developing children’s understandings of place and identity. While cynefin has long been considered in a wider cultural and heritage c...
| Published in: | Education 3-13 |
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| ISSN: | 0300-4279 1475-7575 |
| Published: |
Informa UK Limited
2023
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| Online Access: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa65419 |
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| Abstract: |
In the new Curriculum for Wales (Cwricwlwm i Gymru) which is phasing in from September 2022, the concept of ‘cynefin’ (‘the place where we feel we belong’) is core to developing children’s understandings of place and identity. While cynefin has long been considered in a wider cultural and heritage context in Wales, it is not yet clearly understood in education, and is rarely explored from the pupil perspective. Drawing on data gathered from four primary schools in Wales (n = 67 children, aged 7–10), using the method of photo elicitation to scaffold talk, this article explores children’s understandings of what cynefin means to them. Themes of people, place, activity, and emotions/feelings emerged, which interconnected in multiple, non-linear, and unique ways, indicating the importance of nuance in primary-level curricula design. |
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| Keywords: |
Cynefin; belonging;identities; pupil voice; photoelicitation; primary schoolcurriculum |
| College: |
Faculty of Humanities and Social Sciences |
| Funders: |
This work was supported by the Association for the Study of Primary Education (ASPE). |
| Issue: |
8 |
| Start Page: |
1214 |
| End Page: |
1228 |