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In The Mythopoetics of Currere, Doll uses depth psychology, myth,
and literature to offer a new approach to currere, the root of
curriculum, through essays exploring significant literary images
that open doorways into the fictions that layer the self. Offering
a focus on the body, queer love, false belief, strangeness,
otherness, and chaos, this book suggests new metaphors for
understanding why currere is what matters most in curriculum.
In The Mythopoetics of Currere, Doll uses depth psychology, myth,
and literature to offer a new approach to currere, the root of
curriculum, through essays exploring significant literary images
that open doorways into the fictions that layer the self. Offering
a focus on the body, queer love, false belief, strangeness,
otherness, and chaos, this book suggests new metaphors for
understanding why currere is what matters most in curriculum.
In this volume scholars from around the world consider the
influential work of William F. Pinar from a variety of
"conversations" his ideas have generated. The major focus is on the
What, Why, and How of the word "reconceptualization," which
involves engaging critically and ethically as public intellectuals
with gender, class, and race issues theorized in a variety of
disciplines. The book introduces Pinar's seminal argument for
curriculum to return to its root in the word currere (the running
of the course of study) and its key concepts: autobiography as
alternative to the denial of subjectivity in traditional curriculum
studies, study, and place. Issues addressed include the ethics of
study both of self and of the discipline of curriculum studies, the
politics of presence, the curricular importance of entering the
public sphere, the openness to complicating simple solutions, and
the ethical dealing with alterity (the state of being other or
different; otherness).
"Like Letters in Running Water" explores ways in which fiction
(prose, drama, poetry, myth, fairytale) yields transformative
insights for educational theory and practice. Through a series of
intensely original, powerful essays drawing on curriculum theory,
literary analysis, psychology, and feminist theory and practice,
Doll seeks to confront a commonly held bias that reading literary
fictions is "mere" entertainment (not a learning experience). She
suggests that fiction has immense teaching power because it
connects readers with their alliances within themselves and this
connection attends to social, outer issues addressed by traditional
pedagogies with greater, deeper awareness. Her elaboration in this
book of the concept of "currere"--the lived experience of
curriculum--through literature, drama, and myth is a major
contribution to the field of curriculum theory.
"Like Letters in Running Water" explores ways in which fiction
(prose, drama, poetry, myth, fairytale) yields transformative
insights for educational theory and practice. Through a series of
intensely original, powerful essays drawing on curriculum theory,
literary analysis, psychology, and feminist theory and practice,
Doll seeks to confront a commonly held bias that reading literary
fictions is "mere" entertainment (not a learning experience). She
suggests that fiction has immense teaching power because it
connects readers with their alliances within themselves and this
connection attends to social, outer issues addressed by traditional
pedagogies with greater, deeper awareness. Her elaboration in this
book of the concept of "currere"--the lived experience of
curriculum--through literature, drama, and myth is a major
contribution to the field of curriculum theory.
In this volume scholars from around the world consider the
influential work of William F. Pinar from a variety of
"conversations" his ideas have generated. The major focus is on the
What, Why, and How of the word "reconceptualization," which
involves engaging critically and ethically as public intellectuals
with gender, class, and race issues theorized in a variety of
disciplines. The book introduces Pinar's seminal argument for
curriculum to return to its root in the word currere (the running
of the course of study) and its key concepts: autobiography as
alternative to the denial of subjectivity in traditional curriculum
studies, study, and place. Issues addressed include the ethics of
study both of self and of the discipline of curriculum studies, the
politics of presence, the curricular importance of entering the
public sphere, the openness to complicating simple solutions, and
the ethical dealing with alterity (the state of being other or
different; otherness).
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