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are issue oriented and are “not simple and clean, but intricately wired to political, social,
historical and especially personal contexts” (Stake, 1995, p. 17). These questions because
of their scope often lead to more questions rather than definitive answers. The second set
of sub-questions includes the following:
1. What is the perception of the participants about their past experience with a
theme-based curriculum approach?
2. What is the perception of the participants about their current experience with
an emergent curriculum?
3. How does the experience of the researcher intersect with the experience of the
research participants?
4. What is the perception of the researcher and research participants on the
relationship between emergent curriculum and reframed images of teachers
and children?
5. What is the perception of the research and the research participants on the
relationship between emergent curriculum, practice and theory?
6. What is the perception of the researcher and the research participants on the
relationship between emergent curriculum, power and voice?
7. What are the underlying constructs and context that account for these
perceptions?
In discussing research questions Hubbard and Power (1993), highlight the origin
of the word question of which the root meaning is quest. I see my journey as a quest to
develop professionally, allowing theory to impact practice. It has been a quest through
the circular paths of a labyrinth set within a complex context. It has been a quest for a