What Was, Is, and Can be Pedagogically Possible? Employing Currere in Educational Events.

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Bibliographic Details
Title:	What Was, Is, and Can be Pedagogically Possible? Employing Currere in Educational Events.
Authors:	KRAEMER-HOLLAND, ANGELA¹
Source:	JCT: Journal of Curriculum Theorizing. 2026, Vol. 41 Issue 1, p121-129. 9p.
Subject Terms:	Critical self-reflection, Curriculum, Self-efficacy in students, Education methodology, Teaching methods, Activity programs in education, Theory of knowledge, Learner autonomy
Abstract:	The article focuses on employing currere, an educational method emphasizing the reflective examination of one’s educational past, present, and future, to explore pedagogical possibilities beyond conventional, technique-driven curricula. It critiques dominant educational metanarratives that prioritize technical procedures and planned curricula, which can limit teacher and student agency by reinforcing settled truths and instrumental approaches. Through the author’s experiences teaching undergraduate methods and graduate research courses, the article illustrates how educational events—moments that disrupt established pedagogical assumptions—can provoke critical self-reflection and transformation via currere’s regressive, analytical, and progressive stages. Ultimately, the piece highlights the ongoing tension educators face between adhering to prescribed methods and embracing more expansive, lived curricular experiences that foster co-constructed knowledge and pedagogical freedom. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	The article focuses on employing currere, an educational method emphasizing the reflective examination of one’s educational past, present, and future, to explore pedagogical possibilities beyond conventional, technique-driven curricula. It critiques dominant educational metanarratives that prioritize technical procedures and planned curricula, which can limit teacher and student agency by reinforcing settled truths and instrumental approaches. Through the author’s experiences teaching undergraduate methods and graduate research courses, the article illustrates how educational events—moments that disrupt established pedagogical assumptions—can provoke critical self-reflection and transformation via currere’s regressive, analytical, and progressive stages. Ultimately, the piece highlights the ongoing tension educators face between adhering to prescribed methods and embracing more expansive, lived curricular experiences that foster co-constructed knowledge and pedagogical freedom. [Extracted from the article]
ISSN:	19422563