The focus of this theoretical paper is the struggle to move beyond currere to generate post-currerian conceptualizations of curriculum. The work of several adult learning theorists (Kegan, 1994, 2000; Kegan & Lahey, 2001; Mezirow, 1991, 2000) provides striking parallels to currere in their notions of worldcentric orientations (Mezirow, 1991, 2000) and self-authorship (Kegan, 1994, 2000) but also provides a space for construction of a post-currerian conceptualization. Evidence generated by a critical change-oriented teacher group supports the notion that such a conceptualization can and does exist.
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