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This volume showcases a series of chapters that elaborate on Mary
Aswell Doll's contributions to the field of curriculum theory
through her examination of currere as a mythopoetics. By bringing
Doll's Jungian, autobiographical, and literary perspectives into
conversation with emergent forms of subjective inquiry-including
aesthetic concepts, ecological questions, and spiritual themes-the
volume foregrounds the originality and significance of Doll's book
The Mythopoetics of Currere in particular, while simultaneously
extending it and demonstrating its applications in various
scholarly conversations. Leading scholars in the field of
curriculum studies such as William F. Pinar and Molly Quinn
demonstrate how they use Doll's ideas as pedagogy, as theoretical
framing for their work, and as the basis of their own study and
self-exploration. A response essay from Doll herself concludes the
text, bringing further thought and insight to the mythopoetic
dimensions of currere. This text will benefit scholars, academics,
and students in the fields of curriculum studies, curriculum
theory, and the foundations of education more broadly. Teachers and
teacher educators interested in the conceptualization of curriculum
in humanities education will also benefit from this volume.
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