On/Beyond Currere

Authors

  • Susan R. Adams College of Education, Butler University
  • Jamie Buffington-Adams School of Education, Indiana University East

Keywords:

Currere; Adult Learning; Curriculum Theorizing

Abstract

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.

References

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Kegan, R. (2000). What “form” transforms? A constructive-developmental approach to transformative learning. In Jack Mezirow and Associates (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-34). San Francisco, CA: Jossey-Bass.
Kegan, R. & Lahey, L. L. (2001). Immunity to change: how to overcome it and unlock the potential in yourself and your organization. Harvard Business Review, Nov, 85-92. Retrieved from https://hbr.org/2001/11/the-real-reason-people-wont-change
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Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass Publishers.
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In Jack Mezirow and Associates (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-34). San Francisco, CA: Jossey-Bass.
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Published

2020-12-17

Issue

Vol. 4 No. 2 (2020): Currere Exchange Journal

Section

Articles

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