摘要：This article explores the ways a Social Action Curriculum Project (SACP) framework offered opportunities for students in a graduate level education course to wrestle with the complexity of an ever-evolving school experience. SACPs are a curriculum process that provide for multiple and varied ways for teachers and students to engage in active democratic participation and experiential learning. SACPs challenge normative approaches to schooling in a teacher education setting and in turn in P"“12 settings because they focus on the potential of a curriculum in the making through action-oriented, theoretically-grounded projects related to the graduate students' interests reflective of social issues. Using narrative inquiry of the graduate student experience while engaged in the SACP, the authors analyze the ways that democratic skills practiced through a SACP framework push schooling beyond classrooms and schools, out into the public sphere"”a place where authentic, integrated, emergent, organic, and rigorous learning takes place.
