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

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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]
Copyright of Journal of Pedagogy / Pedagogický Casopis is the property of Paradigm Publishing Services 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
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Pedagogy as Currere: We Teach "Who We Are".
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  Data: <searchLink fieldCode="AR" term="%22Etherington%2C+Matthew%22">Etherington, Matthew</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> matthew.etherington@twu.ca</i>
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reflexivity%22">Reflexivity</searchLink><br /><searchLink fieldCode="DE" term="%22Autoethnography%22">Autoethnography</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Pedagogy / Pedagogický Casopis is the property of Paradigm Publishing Services 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=195070830
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        Value: 10.2478/jped-2026-0001
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      – Code: eng
        Text: English
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      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Reflective teaching
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      – SubjectFull: Educators
        Type: general
      – SubjectFull: Teacher education
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      – SubjectFull: Experiential learning
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      – SubjectFull: Teaching methods
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      – SubjectFull: Reflexivity
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      – SubjectFull: Autoethnography
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      – TitleFull: Pedagogy as Currere: We Teach "Who We Are".
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              Text: Jun2026
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              Y: 2026
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