A Safe Place
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).
Bridwell, S. D. (2020). I Am Not Alone: Expanding the Epistemological Framework for Supporting Marginalized Women’s Transformative Learning. Journal of Transformative Education, 18(3), 190–208. https://doi.org/10.1177/1541344620920861
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.
Heikkinen, H. L. T., Huttunen, R., Syrjälä, L. & Pesonen, J. (2012). Action research and narrative inquiry: five principles for validation revisited, Educational Action Research, 20(1), 5-21, DOI: 10.1080/09650792.2012.647635
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.
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