Term of Award
Spring 2010
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Marla Morris
Committee Member 1
Mary Aswell-Doll
Committee Member 2
Dan Chapman
Committee Member 3
Marla Morris
Committee Member 3 Email
marlamor@georgiasouthern.edu
Committee Member 4
John A. Weaver
Committee Member 4 Email
jweaver@georgiasouthern.edu
Abstract
This work will show that through the process of currere, practiced through autophotography, teachers will have the opportunity to create classrooms that promote Carl Jung's archetypal journey of the soul which in turn institutes a form of social justice teaching and learning for their students. Within this work, I engage in a conversation regarding curriculum as an autophotographic journey of the soul. Autophotography is the artistic process by which a person photographs both the people and places that are actual or metaphoric examples of his or her life. With the unveiling of one's true reality, especially in the case of the photographic image, autophotography encourages one to change and morph towards a greater consciousness of the world around him/her. This greater consciousness is led by the work and journey of the archetypes of the collective unconscious. According to my interpretation, the goal of the soul's journey and transformation can be accomplished through an autophotographical social justice curriculum from which positive societal change can occur.
Recommended Citation
Jones, Rachel Guernica, "Curriculum, Autophotography, and Jungian Depth Psychology: A Trinity of Social Change" (2010). Electronic Theses and Dissertations. 538.
https://digitalcommons.georgiasouthern.edu/etd/538
Research Data and Supplementary Material
No
