A word
Currere as poetry
Keywords:
Poem, Language, Educational Theory, Evidence-based, Value-basedAbstract
The four conceptual stages of currere were used in an autobiographical poem to explore the relationship between personal educational experiences, particularly those involving language and words, and contemporary learning theory. Stylistically, the poem mimics and juxtaposes three distinctive forms: the sestet, the villanelle, and the lai. Symbolism, repetition, and rhyme aim to add layers to the singular voice of the poet. Key terms of contrastive theories of evidence-based and value-based education are incorporated to echo the internal struggle between the two approaches within the autobiographer.
References
Bawa, P. (2018). The shade of my tree. Currere Exchange Journal, 2(1), 93.
Biesta, G. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in philosophy and education, 29(5), 491-503. https://doi.org/10.1007/s11217-010-9191-x
Biesta, G. (2013). Interrupting the politics of learning. Power and Education, 5(1), 4-15. https://doi.org/10.2304/power.2013.5.1.4
Biesta, G. (2017). Educational leadership for what? an educational examination. In D. Waite, & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 15-27). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118956717.ch1
Biesta, G. (2020). Can the prevailing description of educational reality be considered complete? On the Parks-Eichmann paradox, spooky action at a distance and a missing dimension in the theory of education. Policy Futures in Education, 18(8), 1011-1025. https://doi.org/10.1177/1478210320910312
Cooper, R. D. (2019). It ain't easy BEing queen. Currere Exchange Journal, 3(1), 59-64.
Grubb, S. J. (2017). Apology. Currere Exchange Journal, 1(1), x.
Hattie, J. A. (2011). Which strategies best enhance teaching and learning in higher education? In D. Mashek & E. Hammer (Eds.), Empirical research in teaching and learning: Contribution from social psychology (pp. 130 –142). Wiley-Blackwell. https://doi.org/10.1002/9781444395341.ch8
Hattie, J. A. (2015). The applicability of visible learning to higher education. Scholarship of teaching and learning in psychology, 1(1), 79-91. https://doi.org/10.1037/stl0000021
Hattie, J. A., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning, 1(1), 1-13. https://doi.org/10.1038/npjscilearn.2016.13
Hattie, J. A., & Donoghue, G. M. (2018). A model of learning: Optimizing the effectiveness of learning strategies. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists…in their own words (2nd ed., pp. 97-113). Routledge. https://doi.org/10.4324/9781315147277
MacDonald, A. L., Cain, L. K., Velasco, J. C. (2019). Performing the invisible: A poem about and from invisible insiders. Currere Exchange Journal, 3(1), 1-4.
Pinar, W. F. (1975, April). The method of “Currere" [Paper presentation]. Annual Meeting of the American Research Association, Washington, D.C., United States (pp. 1-17).
Poetter, T. S. (2018). Mars and me. Currere Exchange Journal, 2(2), 1.
Sparber, C. (2018). From pianissimo to forte: Teaching in higher ed. Currere Exchange Journal, 2(2), 35-38.
Downloads
Published
Issue
Section
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
