ASSIGNMENT
What is currere both as a definition and as an autobiographical method? Why, according to the curriculum text authors, talk about autobiography in the context of education and teacher education? Pinar and Slattery discuss this concept in their books, Pinar having originated this approach. Edgerton modifies it slightly to “currere of marginality.” Draw from all texts to respond to these questions. Use relevant citations from each book.

RESPONSE
Slattery sites William Schubert in defining Currere stating, Currere refers to the running of the race and emphasizes the individual’s own capacity to reconceptualize autobiography. Based on the sharing of autobiographical accounts with others who strive for similar understanding, the curriculum becomes a reconceiving of one’s perspective on life. It also becomes a social process whereby individuals come to greater understanding of themselves, others, and the world through mutual reconceptualization. Pinar’s describes Currere in four stages of autobiographical reflection: regressive, progressive, analytical, synthetical. Pinar’s method of currere challenges educators to begin with the individual experience and then make broader connections.

In their books, Pinar, Slattery, and Edgerton explain that it is important to talk about autobiography in the context of education and teacher education because it is a vehicle that allows a person to connect with their learning rather than remaining detached as traditional curriculum prescribes. Autobiography becomes even more important because as Slattery explains, the postmodern curriculum challenges both teachers and students to enter into the historical process as participants rather than observers. He brings this to light with his own experience with the Civil War. He never retained information he learned in school about the war and never connected his families’ part in the war that he knew from family to stories, to the Civil War he learned about in school. He maintains this was a result of having never been encouraged to make connections between past and present, between his relatives who were shot by Union soldiers and his life as a student studying the Civil War.

I relate to Slattery’s vignette with my experience with history in school. I hated it. It seemed like far off people, places and timelines I had memorized for a test. Yet, I was fascinated with exploring abandoned houses and reading old letters and newspapers. I loved imagining the lives of those who were in the house one hundred years before me. I loved reading the old newspapers to find out what kind of things took place long ago. I liked looking at ads to see the cost of items long ago. I was immersed for hours and days exploring history, yet I had no idea this was the same subject I hated in school.The idea that our students are a part of history brings to mind Edgerton’s idea that the curriculum of marginality is about excavating excluded stories. I see how the issues of marginality and autobiography can be addressed using technology. Various technology tools (i.e. discussion boards, social forums, wikis, blogs) give a voice to all people and a forum for their stories to be told and heard. Pinar Pierre Levy’s idea that “what is essential, is a new style of pedagogy which promotes both personalized learning and cooperative networked learning. In this context, the teacher inspires the collective intelligence of groups of students rather than directly dispensing knowledge.”