The Worlding of Teaching
Heideggarian Being, Currere and Ontological Citizenship
We use Heidegger’s perspective of Being to extend currere to incorporate the teacher’s perspective for supporting a more justice-oriented classroom. Currere understood as the experience of curriculum is a form of self- making and cultivating, which represents an ontological shift of focus on Being. Using Heidegger’s later perspective of Authentic Being as reflective, self-aware, thoughtful Being, this paper shows how authentic being-in-relation continually seeks and supports the becomings of Being in self, other, and the world, working towards and driven by justice and fairness support by Currere. Currere, it is argued, is a way of supporting authentic Being through educative engagements. Theorizing the complex relationship between democratic preparation, freedom and the openings of educational spaces for authentic Being, this paper redefines the narrative of citizenship beyond civic participation and respecting the rights of others to ontological being as the complex web of relationship of authenticity, emergence, freedom and dynamic interplay among individuals and their futures in the context of their pasts and potentials. The role of the instructor to facilitate the development of authentic being is emphasized.
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