{'fraction_non_alphanumeric': 0.03557312252964427, 'fraction_numerical': 0.003952569169960474, 'mean_word_length': 6.083916083916084, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Cultural Perspectives on Teachers’ Perceptions of Curriculum Theorizing: An Autobiographical Case Study

The autobiographical study revealed three Ph.D. students and inservice teachers’ perceptions of curriculum theorizing. Three teachers in the study are one from China, one in the United States and one from Saudi Arabia. Reflective journals, written philosophies of curriculum theorizing, and weekly discussions were used as the data to examine the three teachers’ perceptions through cultural lenses. With reference to Pinar’s (2012) Allegory, which consists of “horizontality,” “verticality,” and “Montage” in curriculum theorizing, three researchers and participants examined how their cultural backgrounds (verticality), teaching experiences, and doctoral learning experiences (horizontality) informed their perceptions of the curriculum. In the final part, three teachers also made the reflections on explained what might be an ideal state (Montage) of curriculum theorizing in the time of globalization.