• Denise McDonald University of Houston - Clear Lake
Keywords: poetry


I have unknowingly written using the Currere steps of regressive, progressive, analytical, and synthetical writing (Pinar, 2004) by reflectively questioning, examining, critiquing, and narrating: 1) my own educational and academic life experiences; 2) how those experiences influenced my progress as an academic and identity as an educator; 3) in what ways the emergence of insights impacted my pedagogical effectiveness; and 4) the holistic sense-making process utilized to authenticate my becoming of “self” in the field of education. This piece describes my application of the Currere writing through a self-designed poetic process and presents a poem example titled Superfluidity. 


McDonald, D. M. (2009). March of the not-so-perfect penguins: Storytelling as
pedagogy. Kappa Delta Pi Record, 45(4), 180-183.
McDonald, D. M. (2012a). Building experiential knowledge through hypothetical
enactments: A meta-pedagogical process. Transformative Dialogues: Teaching
and Learning Journal, 6(1), 1-18.
McDonald, D. M. (2012b). “How is a grandfather like an acorn?” New Teacher
Advocate, 19(4), 8.
McDonald, D. M. (2013a). Repurposing “lost,” discarded, or forgotten objects into a
“found” treasure trove of creative writing instructional ideas. Teaching Artist Journal, 11(1), 5-14.
McDonald, D. M. (2013b). A student whisperer’s challenge: Complex learner dispositions
and the relational nature of teaching. Action in Teacher Education, 35(5), 335-343.
McDonald, D. M. (2016). Examining scholarly identity through auto-fiction: A court
jester’s tale. Tamara: Journal for Critical Organization Inquiry, 14(1), 1-20.
McDonald, D. M. (2018). A teachable moment worth a million. Kappa Delta Pi Record,
54, 192.
McDonald, D. M. (2019). Investigating intentionality and mindfulness of storytelling as
pedagogy: What student evaluations reveal about my practice. Curriculum and Teaching Dialogue, 21(2), 97-110.
McDonald, D. M. (2020). Sins of a syndicate: Arresting malicious mob assaults against
academics. In C. Crawford (Ed.), Confronting academic mobbing in higher education: Personal accounts and administrative action (pp. 211-240). IGI Global.
McDonald, D. M. (in press). If I only had a brain: Scholarly identity at oddz in the world
of academia. In B. Pohl & C. White (Eds.), Social education voices: A pedagogy for change. Information Age Publishing.
McDonald, D. M. (under review). A remembered story of a teacher’s best-loved self.
Curriculum and Teaching Dialogue.
McDonald, D. M., Baker, S., & Shulsky, D. (2020). Against the professorial odds:
Barriers as building blocks for educational advancement. Journal of Advanced Academics, 00(0), 1–40.
McDonald, D. M., Craig, C., Markello, C., & Kahn, M. (2016). Our academic sandbox:
Scholarly identities shaped through play, tantrums, building castles, and rebuffing backyard bullies. The Qualitative Report, 21(7), 1145-1163.
McDonald, D. M. & Kahn, M. (2014). “So, you think you can teach?” - Reflection
processes that support novice teachers’ field experience readiness. International Journal for the Scholarship of Teaching and Learning, 18(2), 1-34.
Pinar, W. F. (2008). What is curriculum theory? Routledge.