Currere for Teaching and Learning In-Person
Have you ever experienced a teaching moment of “why did I select this activity or reading?” That’s not second-guessing. That is appropriate reflective practice for educators seeking to strengthen their teaching practices to advance student learning. Our teaching practices are not neutral. They’re shaped by our histories, disciplines, values, and hopes for our students’ futures. As you polish your course plans and assignment designs, your choices are shaped by implicit and explicit philosophies. Currere can be a way to make these philosophies explicit to align your teaching values with your practices.
This session presents an overview of Currere (Pinar, 1975), which is a well-established conceptual framework for engaging in autobiographical reflection on educational experiences. Currere can be used as a reflective practice or an autobiographical inquiry method for educators. We will use the 4 steps of the framework to guide your analysis and planning for the academic year and beyond.
- Date:
- Monday, August 17, 2026
- Time:
- 9:30am - 11:30am
- Time Zone:
- Mountain Time - US & Canada (change)
- Location:
- 7-269 (Multipurpose Room)
- Campus:
- MacEwan University
- Audience:
- Faculty
- Categories:
- Active Learning & Engagement Critical Pedagogies Scholarship of Teaching and Learning (SoTL)
This session is recommended for mid-career and advanced-career faculty. We will engage in a four-step analytical process of looking back at educational practices and looking ahead (Pinar, 1975). Attend all 4 sessions to benefit from the full scope of engaging in currere. This first session will present an overview of the process and then you will engage in the first step. Spaces are limited.
Reference: Pinar, W. (1975, April). The method of “currere.” Paper presented at the annual meeting of the American Research Association, Washington D.C. Retrieved from ED104766.pdf