Unveiling the stories that illuminate our path: The pedagogical significance of autobiographical study and the method of currere

Abstract

Keywords

References

1. Aoki, T. T. (1986/1991/2005). Teaching as indwelling between two curriculum worlds. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 159–165). Erlbaum. (Original work published 1986 and 1991)
2. Aoki, T. T. (1989/2005). Inspiriting the curriculum. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 357–365). Erlbaum.
3. Chambers, C. (1994). Looking for a home: A work in progress. Frontiers: A Journal of Woman Studies, 15(2), 23–50.
4. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.
5. Hasebe-Ludt, E., Chambers, C., & Leggo, C. (2009). Life writing and literary métissage as an ethos for our times. Peter Lang.
6. Heidegger, M. (1953/2010). Being and time (J. Stambaugh, Trans.). State University of New York Press.
7. Huebner, D. (1999). Curriculum as a concern for man’s temporality. In V. Hillis (Ed.), The lure of the transcendent: Collected essays by Dwayne E. Huebner (pp. 131–141). Lawrence Erlbaum Associates.
8. Hurren, W. (2016). Contemplating curriculum: Genealogies/times/places. Peter Lang.
9. Kincheloe, J. L., & Pinar, W. F. (Eds.). (1991). Curriculum as social psychoanalysis: The significance of place. State University of New York Press.
10. Liu Baergen, P. (2024). Exploring curriculum as a lived experience of poetic dwelling in-between place stories. In G. Gottfriedson & V. Handford (Eds.), Dangling in the glimmer of hope: Academic action on truth and reconciliation. University of Ottawa Press.
11. Liu Baergen, P. (2021). Tracing Ted T. Aoki’s intellectual formation: Understanding historical, societal, and phenomenological influences. Routledge.
12. Magrini, J. (2014). Huebner’s Heidegger: Toward an authentic conception of learning and “historicity.” Journal for the Philosophical Study of Education, 2(1), 73–95.
13. Pinar, W. F. (2011). Nationalism, anti-Americanism, Canadian identity. In L. Yates & M. Grumet (Eds.), World yearbook of education 2011: Curriculum in today’s world (pp. 31–41). Routledge.
14. Pinar, W. F. (2012). What is curriculum theory? (2nd ed.). Routledge.
15. Pinar, W. F. (2015). Educational experience as lived: Knowledge, history, alterity. Routledge.
16. Pinar, W. F. (2022). A praxis of presence in curriculum theory (Studies in Curriculum Theory Series). Routledge.
17. Pinar, W. F., & Grumet, M. R. (1976). Toward a poor curriculum. Kendall/Hunt.
18. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. Peter Lang Publishing.
19. van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11–30.
20. van Manen, M. (2015). The tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.

License

Copyright (c) 2025 Patricia Liu Baergen, Daiyairi Muivah