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alternative perspective, a teacher has to accept the resulting inner conflict that says “what
I thought I knew isn’t enough to deal with this new situation” (Jones & Nimmo, 1999,
p. 8). Meaningful collaboration is an offshoot of conflict and is not possible with a theme
approach which can silence voices. The voices of children need to be heard to reveal their
wisdom. An emergent curriculum that embraces collaboration emphasizes consensus
building, with the rule that conflict is sustained until agreement is reached. “It’s
transformative, creating win-win solutions through the process of paying attention to the
other’s point of view. Transformative change, genuine learning, happens only through
disequilibrium” (Jones & Nimmo, 1999, p. 8).
By bringing voice to their work and offering a forum for the voices of children
and families, teachers become transparent in their practice and collaboration can evolve.
This can only happen if all involved are expressive instead of silent. As Malaguzzi (1998)
has said, “teachers must leave behind an isolated, silent mode of working, which leaves
no traces” (p. 69). Collaboration is the key to leaving traces of multiple voices. It is an
authentic practice that values individuals within a group context. The practice of themes
leaves little trace and will not perpetuate a Reggio-inspired community of collaborators.
Teacher as Curriculum Planner
All four of the participants shared similar experiences with using themes to define
curriculum practice. Each had become adept at planning curriculum using this approach.
All had come to a point in their practice when they were faced with new information
about an alternative approach called emergent curriculum. While the transformation from
themes to collaborative project work has not gone smoothly and without conflict, Rose,