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curriculums and criticism was inevitable. Felicia was sensitive to criticism and frustrated
with the lack of acceptance of emergent curriculum in the other classrooms. “Clearly I
am on my own.” Representing “change that people were not willing to make,” Felicia
was feeling despondent at the time of the first interview. She longed for another project
like the “missing cookies” from her previous place of employment to once again affirm
her curriculum choice. Her love of art provided the provocation for “the great artist
project.” By the time of the final interview and culminating art show, Felicia was once
again feeling enthusiastic.
Figure 18. The children’s art show.
The Director of the program has continued to be open to Felicia’s foray into
emergent curriculum and while her classroom is still referred to as a pilot; the teachers in
the other room have begun to make subtle changes to their curriculum planning. The
parents who had received the digitally produced invitation to the art show had responded
to the event appreciatively. Felicia was feeling less resistance to emergent curriculum but
recognized the experience of the “cookie project” would be difficult to replicate. At her
previous place of employment, there had been a centre-wide agreement to accept