Currere as contemporary art: Weaving creative research, purposeful vulnerability, and poetic expression to nurture teacher self-knowledge

Abstract

We Teach as We Are Taught , 2024 Currere Stage 4, Synthetic: Connections between past, practice, and who I am now Speculative design for life-sized installation, draft 3 Digital collage print & shredded dissertation

Keywords

References

1. Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). University of Minnesota Press.
2. Freire, P. (1993). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum.
3. Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education, 57(1), 6-14. DOI: https://doi.org/10.1080/00043125.2004.11653528
4. Hetland, L., Winner, E., Veenema, S. A., & Sheridan, K. (2013). Studio thinking 2: The real benefits of visual arts education. Teachers College Press.
5. Lucero, J. (2023). Conceptualist permissions for teacher posture. Exhibition at the Center for Visual Art, Metropolitan State University of Denver, May 18 - August 5. Denver, CO, United States.
6. Marshall, J. (2010). Five ways to integrate: Using strategies from contemporary art. Art Education, 63(3), 13-19. DOI: https://doi.org/10.1080/00043125.2010.11519065
7. Marshall, J., & D’Adamo, K. (2011). Art practice as research in the classroom: A new paradigm in art education. Art Education, 64(5), 12-18. DOI: https://doi.org/10.1080/00043125.2011.11519139
8. Pinar, W. F. (1975). The method of currere (PDF). American Educational Research Association.
9. Pinar, W. F. (1978). The reconceptualisation of curriculum studies. Journal of Curriculum Studies, 10(3), 205-214. DOI: https://doi.org/10.1080/0022027780100303

License

Copyright (c) 2024 Kimberley D’Adamo