This speculative work explores an instructor’s two educational events that occurred in an undergraduate education methods course and a graduate research course. Drawing upon currere to sense-make of these educational events at the intersection of her pedagogical past, present, and future, this work illuminates the complexities both education students and instructors face while lodged between metanarratives of method/s, doing, capital accumulation, and instrumentality, and those of exploration, conceptual knowledge, thought-inquiry, and possibility. Consequently, based upon the instructor’s unexpected educational events, this work illuminates how we are subconsciously complicit in the very structures we attempt to short-circuit, demonstrating the importanceof currere’s role in meaning-making of curriculum, inquiry, and pedagogical possibility.
Angela Kraemer-Holland (Fri,) studied this question.