What Was, Is, and Can be Pedagogically Possible? Employing Currere in Educational Events.
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| 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] |
| Copyright of JCT: Journal of Curriculum Theorizing is the property of Foundation for Curriculum Theory and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192339049 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What Was, Is, and Can be Pedagogically Possible? Employing Currere in Educational Events. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22KRAEMER-HOLLAND%2C+ANGELA%22">KRAEMER-HOLLAND, ANGELA</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22JCT%3A+Journal+of+Curriculum+Theorizing%22">JCT: Journal of Curriculum Theorizing</searchLink>. 2026, Vol. 41 Issue 1, p121-129. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+self-reflection%22">Critical self-reflection</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+methodology%22">Education methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of JCT: Journal of Curriculum Theorizing is the property of Foundation for Curriculum Theory and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192339049 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 121 Subjects: – SubjectFull: Critical self-reflection Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Education methodology Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Activity programs in education Type: general – SubjectFull: Theory of knowledge Type: general – SubjectFull: Learner autonomy Type: general Titles: – TitleFull: What Was, Is, and Can be Pedagogically Possible? Employing Currere in Educational Events. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: KRAEMER-HOLLAND, ANGELA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 19422563 Numbering: – Type: volume Value: 41 – Type: issue Value: 1 Titles: – TitleFull: JCT: Journal of Curriculum Theorizing Type: main |
| ResultId | 1 |
