Engaging Currere and Postcolonial Discourse Toward Survivance

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Pathways to Collective Truth and Resilience: (Re)Imagining the World and/as Curriculum Through Critical Projects (Table 5)

Abstract

Autobiographical study can sometimes be dismissed as under-theorized and solipsistic (Miller, 2005; Pinar et al., 1995). This article examines currere as a generative mode of curriculum inquiry for the present and the future. We suggest that by circumscribing self-study as a desedimentation of the relationship between knowledge and self-making, currere positions self-study as more than a psychoanalytic consultation. We extend the conversation by examining how anti- and postcolonial frameworks can enrich the autobiographical meaning-making of educational experience in relation to Others. Toward these ends, we first introduce the existential and phenomenological roots of currere. We then weave their significance for present and future Self/knowledge inquiry. Finally, we examine postcolonial discourses of the self and what they imply for curriculum theory/inquiry.

Authors

• Germaine Tondji, University of Texas Rio Grande Valley
  Presenting Author

• Laura M. Jewett, University of Texas - Rio Grande Valley
  Presenting Author