Pedagogy as Currere: We Teach "Who We Are".

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Bibliographic Details
Title:	Pedagogy as Currere: We Teach "Who We Are".
Authors:	Etherington, Matthew¹ (AUTHOR) matthew.etherington@twu.ca
Source:	Journal of Pedagogy / Pedagogický Casopis. Jun2026, Vol. 17 Issue 1, p1-13. 13p.
Subject Terms:	Curriculum, Reflective teaching, Educators, Teacher education, Experiential learning, Teaching methods, Reflexivity, Autoethnography
Abstract:	Pedagogy as currere reimagines teaching and learning as autobiographical, recursive, and ethically charged acts of world-making. Drawing on William F. Pinar's four-moment method—regressive, progressive, analytic, and synthetic—this paper reconceptualizes currere from a niche method of autobiographical research into a full-fledged pedagogical orientation capable of responding to pluralistic classrooms, digital entanglements, and the ongoing homogenization of education. Synthesizing contemporary curriculum theory, qualitative case studies, and critical autoethnography, the analysis demonstrates that when teachers practice pedagogy as currere they cultivate reflexive agency, foster relational fairness, and animate curriculum as a living text co-authored with students. In short, currere emphasizes we teach "who we are"—not just what method or technique. The paper concludes with a praxis model and policy recommendations for teacher education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	Pedagogy as currere reimagines teaching and learning as autobiographical, recursive, and ethically charged acts of world-making. Drawing on William F. Pinar's four-moment method—regressive, progressive, analytic, and synthetic—this paper reconceptualizes currere from a niche method of autobiographical research into a full-fledged pedagogical orientation capable of responding to pluralistic classrooms, digital entanglements, and the ongoing homogenization of education. Synthesizing contemporary curriculum theory, qualitative case studies, and critical autoethnography, the analysis demonstrates that when teachers practice pedagogy as currere they cultivate reflexive agency, foster relational fairness, and animate curriculum as a living text co-authored with students. In short, currere emphasizes we teach "who we are"—not just what method or technique. The paper concludes with a praxis model and policy recommendations for teacher education. [ABSTRACT FROM AUTHOR]
ISSN:	13381563
DOI:	10.2478/jped-2026-0001