Bücher der Reihe Complicated Conversation: A Book Series of Curriculum Studies

Conversations of Curriculum Reform is a retelling and recapturing of the school lives of students whose dialogue with their teacher and with each other is a transformative and tentative attempt to express and define their school experiences, which were complicated by the loss of two classmates. Meeting as adults, the former classmates reconsider their past and reinterpret their work as the author engages in a critical discourse on the limitations and complications of dialogical methodology. Grounded in phenomenology and compelled interpretatively by poststructuralist autobiographical insight, this book moves toward troubling the familiar notions of the personal and the spaces of autobiography in curriculum research and theory.

This book documents a high school ecology class that employs currere, William Pinar¿s idea for curriculum as autobiographical text, and analyzes the course¿s success from the author¿s point of view as both the practitioner and the curriculum developer. Discussing individual students¿ responses to currere in a project termed the Environmental Autobiography (EA) ¿ a twist on currere that emphasizes environmental experience ¿ this book examines how ecology is taught in high schools; how ecologists are produced, along with the importance of ecology in school curriculum today; the necessary preparation of the classroom and the students for the currere process; and the five themes that recur frequently in the EA project: caring, insecurity and gender issues, egocentrism, politicization, and definitions of success. ¿Currere¿ and the Environmental Autobiography illustrates how the currere project brought an unprecedented richness and intensity to the ecology class, moving the students from «I know», to «I care», to «I want to do something about this».