Term of Award
Fall 2018
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
Digital Commons@Georgia Southern License
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
MARLA MORRIS
Committee Member 1
ROBERT LAKE
Committee Member 2
SABRINA ROSS
Committee Member 3
STUART TEDDERS
Abstract
This study explores the use of currere to enable pre-service and practicing teachers to make meaning of their educational experiences by writing their educational autobiography, particularly through the use of creative nonfiction. Currere is a systematic process of autobiographical reflection developed by William Pinar for adult educators; however, I explore how currere can be used when accompanied by educational autobiography and creative nonfiction to safely and appropriately frame self-reflections on educational experiences. These three instructional strategies can help lifelong learners with the ability to create meaning of their educational experiences, especially their negative experiences, and thus redeem those experiences by turning them into stepping stones rather than stumbling blocks. Currere is a viable process for current and future teachers to understand themselves and can, thus, position them to understand others, a key capability for a rich, productive, and educated life.
OCLC Number
1085541959
Catalog Permalink
https://galileo-georgiasouthern.primo.exlibrisgroup.com/permalink/01GALI_GASOUTH/1r4bu70/alma9916218283602950
Recommended Citation
Hamon, Julie S. Ms, "The Long and Winding Road of Self-Reflection: Exploring Otherness Through the use of Currere, Educational Autobiography, and Creative Nonfiction" (2018). Electronic Theses and Dissertations. 1831.
https://digitalcommons.georgiasouthern.edu/etd/1831
Research Data and Supplementary Material
No
