Pinar’s Path: Autoethnography for Critical Change
Keywords:
Autoethnography, reflection, currere, curriculum decision makingAbstract
The following work represents a journey into critical autoethnography. I ventured into my own past learning experiences to gain a better idea of how to engage my students. As part of this approach, and the process it engendered, I included a graphic novel as a counter-narrative to the traditional academic discourse. William Pinar’s approach to the process of reflection, currere, a path through regressive, progressive, analytic, and synthetic phases, guides the exploration. It is a path I hope others may gain from, particularly practitioners confronting the difficult and conflicted decision making around social studies curriculum in the classroom.
References
Adams, T. E. (2017). Critical autoethnography, education, and a call for forgiveness. International Journal of Multicultural Education, 19(1), 79-88. doi.org/10.18251/ijme.v19i1.1387
Bialostok, S. M. (2014) Metaphors that teachers live by: a cultural model of literacy in the era of new literacies, Language and Education, 28:6, 501-520, DOI:10.1080/09500782.2014.905591
Brock, C., Carter, J, & Boyd, F. (2015) Deadly ways to learn. Language variation, ideology and learning variances. Social Diversity in Multiliteracies, Complexity in Teaching and Learning. Routledge. NY
Burdell, P., & Swadener, B. B. (1999). Book reviews: Critical personal narrative and autoethnography in education: Reflections on a genre. Educational researcher, 28(6), 21- 26. doi/pdf/10.3102/0013189X028006021
Deverell, W. (2005). Whitewashed adobe: The rise of los angeles and the remaking of its mexican past. Berkeley: University of California Press. doi:10.1525/j.ctt1ppzc0
Dewey, J. (1938). Experience and education. Kappa Delta Pi. "The 60th Anniversary Edition," Kappa Delta Pi, 1998, ISBN 0-912099-35-6
Freire, P. (1970). Pedagogy of the oppressed. Continuum. NY.
Gee, J (2015). Social linguistics and literacies ideology in discourses. Routledge, London.
Gilbert, C. (2018). A high school teacher's story: Experiences with curriculum
ideologies and neoliberal school reform. Currere Exchange Journal, 2(2), 44-51.
Graff, H (2010). The literacy myth at thirty. Journal of Social History Vol 43 number 3. Oxford University Press.
Grandin (2019). The end of the myth: From the frontier to border wall in the mind of America. Metropolitan, NY..
Greer, M. R., Mignolo, W. D., & Quilligan, M. (2007). Rereading the black legend. University of Chicago Press. Chicago.
Guardino, P. (2018). The dead march: a history of the mexican-american war. Harvard University Press. Cambridge, MA.
Guy, D. and Sheridan, T. (1998). Contested ground. University of Arizona Press, Tucson.
Harris, L., & Watson-Vandiver, M. J. (2020). Decolonizing race and gender intersectionality in education: A collaborative critical autoethnography of hope, healing and justice. Journal of Cultural Analysis and Social Change, 5(2), 1-16.
Heath, S (1982). What no bedtime story means: narrative skills at home and school. Language in Society, Vol. 11, No. 1. Cambridge University
Kincheloe J.L. (2009) Critical complexity and participatory action research: decolonizing “democratic” knowledge production. In: Kapoor D., Jordan S. (eds) Education, Participatory Action Research, and Social Change. Palgrave Macmillan, New York
Lee, E. (2002). The Chinese Exclusion Example: Race, Immigration, and American Gatekeeping, 1882-1924. Journal of American Ethnic History. Vol. 21, No. 3 (Spring, 2002), pp. 36-62
Lenters, K. (2018). Multimodal becoming: literacy in and beyond the classroom. The Reading Teacher. Vol. 71 No. 6 doi:10.1002/trtr.1701
Marx, S., Pennington, J. L., & Chang, H. (2017). Critical autoethnography in pursuit of educational equity: Introduction to the IJME special issue. International Journal of Multicultural Education, 19(1), 1-6. doi.org/10.18251/ijme.v19i1.1393
Mendoza, M. (2018) Environmental control at the U.S.-mexico border. Environmental history, Vol. 23, Iss. 1, pp 117–126. https://doi.org/10.1093/envhis/emx124
Moffette, D., & Walters, W. (2018). Flickering presence: Theorizing race and racism in the governmentality of borders and migration. Studies in Social Justice, 12(1), 92-110. doi:http://dx.doi.org.libproxy.uwyo.edu/10.26522/ssj.v12i1.1630
Moll, L. (2015.) Tapping Into the “hidden” home and community. Resources of Students, Kappa Delta Pi Record, 51:3, 114-117, DOI:10.1080/00228958.2015.1056661
Montavon, M. A. (2018). What the tree remembers. Currere Exchange Journal, 2(1),
13-19.
Moore, J.W. (1976). Mexican americans. Prentice Hall, London.
Pinar, W. F. (1994). The method of “currere" (1975). Counterpoints, 2, 19-27. Retrieved from http://www.jstor.org.libproxy.uwyo.edu/stable/42975620
Pinar, W. F. (2015). Educational as lived experience. Knowledge, history, alterity. The selected works of William Pinar. Routledge.
Poks, M. (2015). Epistemic disobedience and decolonial healing in Norma elia Cantu’s canicula. Studia Anglica Posnaniensia, 50(2), 63-80. doi:http://dx.doi.org.libproxy.uwyo.edu/10.1515/Stap-2015-0024
Reed-Danahay, D. (2017). Bourdieu and critical autoethnography: Implications for research, writing, and teaching. International Journal of Multicultural Education, 19(1), 144-154. doi.org/10.18251/ijme.v19i1.1368
Salamon, L, B. (2008). Gascoigne's Globe: The Spoyle of Antwerpe and the 'Black Legend' of Spain. Early Modern Literary Studies. 14.1. Retrieved from: extra.shu.ac.uk/emls/journal/index.php/emls
Serafini, F (2015). Literacy: From theories to practices. National Council of Teachers of English. Language Arts, Vol 92, N 6
Sowards, Adam. (2019, February 18). Border security will always be elusive. High Country News. Vol 51 No. 3. pp. 26
Spring, J. (2005). The american school 1642-2004. McGraw Hill, NY.
Turner, F. J. (1921). The frontier in American history. Henry Holt
van Leeuwen, T. (2017) Multimodal literacy. English Teachers Association of NSW. mETAphor Issue 4, 201723
White, S., & Farr, E. (2012). "No-saying" in habermas. Political Theory, 40(1), 32-57. Retrieved from http://www.jstor.org.libproxy.uwyo.edu/stable/41502580
Bialostok, S. M. (2014) Metaphors that teachers live by: a cultural model of literacy in the era of new literacies, Language and Education, 28:6, 501-520, DOI:10.1080/09500782.2014.905591
Brock, C., Carter, J, & Boyd, F. (2015) Deadly ways to learn. Language variation, ideology and learning variances. Social Diversity in Multiliteracies, Complexity in Teaching and Learning. Routledge. NY
Burdell, P., & Swadener, B. B. (1999). Book reviews: Critical personal narrative and autoethnography in education: Reflections on a genre. Educational researcher, 28(6), 21- 26. doi/pdf/10.3102/0013189X028006021
Deverell, W. (2005). Whitewashed adobe: The rise of los angeles and the remaking of its mexican past. Berkeley: University of California Press. doi:10.1525/j.ctt1ppzc0
Dewey, J. (1938). Experience and education. Kappa Delta Pi. "The 60th Anniversary Edition," Kappa Delta Pi, 1998, ISBN 0-912099-35-6
Freire, P. (1970). Pedagogy of the oppressed. Continuum. NY.
Gee, J (2015). Social linguistics and literacies ideology in discourses. Routledge, London.
Gilbert, C. (2018). A high school teacher's story: Experiences with curriculum
ideologies and neoliberal school reform. Currere Exchange Journal, 2(2), 44-51.
Graff, H (2010). The literacy myth at thirty. Journal of Social History Vol 43 number 3. Oxford University Press.
Grandin (2019). The end of the myth: From the frontier to border wall in the mind of America. Metropolitan, NY..
Greer, M. R., Mignolo, W. D., & Quilligan, M. (2007). Rereading the black legend. University of Chicago Press. Chicago.
Guardino, P. (2018). The dead march: a history of the mexican-american war. Harvard University Press. Cambridge, MA.
Guy, D. and Sheridan, T. (1998). Contested ground. University of Arizona Press, Tucson.
Harris, L., & Watson-Vandiver, M. J. (2020). Decolonizing race and gender intersectionality in education: A collaborative critical autoethnography of hope, healing and justice. Journal of Cultural Analysis and Social Change, 5(2), 1-16.
Heath, S (1982). What no bedtime story means: narrative skills at home and school. Language in Society, Vol. 11, No. 1. Cambridge University
Kincheloe J.L. (2009) Critical complexity and participatory action research: decolonizing “democratic” knowledge production. In: Kapoor D., Jordan S. (eds) Education, Participatory Action Research, and Social Change. Palgrave Macmillan, New York
Lee, E. (2002). The Chinese Exclusion Example: Race, Immigration, and American Gatekeeping, 1882-1924. Journal of American Ethnic History. Vol. 21, No. 3 (Spring, 2002), pp. 36-62
Lenters, K. (2018). Multimodal becoming: literacy in and beyond the classroom. The Reading Teacher. Vol. 71 No. 6 doi:10.1002/trtr.1701
Marx, S., Pennington, J. L., & Chang, H. (2017). Critical autoethnography in pursuit of educational equity: Introduction to the IJME special issue. International Journal of Multicultural Education, 19(1), 1-6. doi.org/10.18251/ijme.v19i1.1393
Mendoza, M. (2018) Environmental control at the U.S.-mexico border. Environmental history, Vol. 23, Iss. 1, pp 117–126. https://doi.org/10.1093/envhis/emx124
Moffette, D., & Walters, W. (2018). Flickering presence: Theorizing race and racism in the governmentality of borders and migration. Studies in Social Justice, 12(1), 92-110. doi:http://dx.doi.org.libproxy.uwyo.edu/10.26522/ssj.v12i1.1630
Moll, L. (2015.) Tapping Into the “hidden” home and community. Resources of Students, Kappa Delta Pi Record, 51:3, 114-117, DOI:10.1080/00228958.2015.1056661
Montavon, M. A. (2018). What the tree remembers. Currere Exchange Journal, 2(1),
13-19.
Moore, J.W. (1976). Mexican americans. Prentice Hall, London.
Pinar, W. F. (1994). The method of “currere" (1975). Counterpoints, 2, 19-27. Retrieved from http://www.jstor.org.libproxy.uwyo.edu/stable/42975620
Pinar, W. F. (2015). Educational as lived experience. Knowledge, history, alterity. The selected works of William Pinar. Routledge.
Poks, M. (2015). Epistemic disobedience and decolonial healing in Norma elia Cantu’s canicula. Studia Anglica Posnaniensia, 50(2), 63-80. doi:http://dx.doi.org.libproxy.uwyo.edu/10.1515/Stap-2015-0024
Reed-Danahay, D. (2017). Bourdieu and critical autoethnography: Implications for research, writing, and teaching. International Journal of Multicultural Education, 19(1), 144-154. doi.org/10.18251/ijme.v19i1.1368
Salamon, L, B. (2008). Gascoigne's Globe: The Spoyle of Antwerpe and the 'Black Legend' of Spain. Early Modern Literary Studies. 14.1. Retrieved from: extra.shu.ac.uk/emls/journal/index.php/emls
Serafini, F (2015). Literacy: From theories to practices. National Council of Teachers of English. Language Arts, Vol 92, N 6
Sowards, Adam. (2019, February 18). Border security will always be elusive. High Country News. Vol 51 No. 3. pp. 26
Spring, J. (2005). The american school 1642-2004. McGraw Hill, NY.
Turner, F. J. (1921). The frontier in American history. Henry Holt
van Leeuwen, T. (2017) Multimodal literacy. English Teachers Association of NSW. mETAphor Issue 4, 201723
White, S., & Farr, E. (2012). "No-saying" in habermas. Political Theory, 40(1), 32-57. Retrieved from http://www.jstor.org.libproxy.uwyo.edu/stable/41502580
Downloads
Published
2022-04-27
Issue
Section
Articles
License
Currere Exchange is an Open Access publication, meaning the content is free for all to access and download. Authors select a Creative Commons license to attach to their copyrightable work. Readers should identify the license attached to each work in order to determine its reuse rights.
Authors can find a copy of our publication agreement here. Authors will complete a publication agreement form as part of the submission process.
CEJ Publication Agreement: https://goo.gl/forms/k85Fq8icW78CKBO62
