Reckoning with Self
Curriculum Inquiry as Self-understanding
Curriculum is envisioned as ever evolving from a world of events that teachers and students experience based on their individual situatedness. Curriculum therefore is inextricably linked to the fluidity of life from which experiences are derived. These experiences converge in classrooms and influence teaching and learning. Understanding these experiences is important for those who teach as they enable the provision of quality teaching and learning experiences in classrooms and for educators to see themselves as inextricably linked to curriculum. This paper draws on the autobiographical research design using Curerre to provide an intentional account of the interpretation of significant educational encounters in the life of the author. It offers an inquiry into these experiences to understand the meanings attached to such experiences and offer them as a representation of curriculum inquiry. Retrospective accounts derived through journaling are used to discern what meanings these memories hold and the possibilities for transformed understandings of self and professional practice. The paper highlights findings linked to deciphering identity, understanding personal desires in the face of reality, resisting negative perceptions and bolstering self, and the role of teachers in aiding success. Furthermore, the paper offers insights into the use of Currere as an opportunity for expanding teachers' understanding of curriculum and for ongoing professional development.
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