A Safe Place

  • Eboni N. Malloy North Carolina State University
Keywords: adult learners, inclusion, higher education, black students, female students, inequality, black feminist theory, identity development


The Currere process has given me the opportunity to reflect on my educational experiences in an effort to transform professionally and personally to become a better adult educator (Edwards, 2021). This method allows me to look back at how impactful my lived experiences are on the way in which I approach my professional work with students and how I envision the future of adult education. McQueen’s (2017) article gave me a clearer understanding of Pinar’s Currere method and provided a path to progress through the four stages. As I traversed through the regressive, progressive, analytic, and synthetic stages, I muddled through the Eboni of the past, confronted the Eboni of the now and anticipate the Eboni of the socially constructed future (Baszile, 2017).


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Brookfield, S. D. (2005). The Power of Critical Theory: Liberating Adult Learning and Teaching. Jossey-Bass.

Edwards, J. F. (2021). Beyond Presence: The Importance of Being Seen. Currere Exchange Journal, 5(1), 61-65.

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Lewis, A. E. & Diamond, J. B. (2015). Despite the Best Intentions: How Racial Inequality Thrives in Good Schools. Oxford University Press.

McQueen, J. (2017). Tell Me I Matter: Currere as a Curricular Journey. Currere Exchange Journal, 1(2), 79-84.

Sheard, V. (1994). Giving Voice: An Inclusive Model of Instruction-A Womanist Perspective. New Directions for Adult and Continuing Education, 61, 27-37.