Placing the significance of life writing as a curriculum theory project.

Autor/in	Ng-A-Fook, Nicholas
Titel	Placing the significance of life writing as a curriculum theory project.
Quelle	Aus: Hendry, Petra Munro (Hrsg.); Quinn, Molly (Hrsg.); Mitchell, Roland W. (Hrsg.); Bach, Jacqueline (Hrsg.): Curriculum histories in place, in person, in practice. The Louisiana State University Curriculum Theory Project. New York, NY: Routledge (2023) S. 136-148 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Studies in curriculum theory series
Beigaben	Literaturangaben S. 146-148
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-000-86076-4; 978-1-000-86077-1; 978-1-003-34902-0; 978-1-032-39009-3; 978-1-032-39251-6
DOI	10.4324/9781003349020-15
Schlagwörter	Bildungsforschung; Curriculum; Curriculumentwicklung; Kolonialismus; USA
Abstract	This chapter discusses the different methodological movements of currere - regression, progression, analysis, and synthesis - to reactivate, reconstruct, and juxtapose three narrative snapshots of different significant lived experiences while studying within The Curriculum Theory Project at Louisiana State University. Autobiographical writing enables students to study themselves. Such study links self to place, and place is simultaneously historical, cultural, and racial. The autobiography of the "other" - indeed an "other" who shares geographical place can provide, in a sense, a foil to one's own life history. Curriculum theorizing, filtered by the fictional fogginess of one's memory, informs the psychosocial significance of living a doctoral studies program within LSU's Curriculum Theory Project. Initially, my curriculum inquiries interrogated how the USA's settler colonial systems of colonization - educational, political, economic, and judicial - manifested and manifest themselves in relation to the different lived experiences of Houma communities.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1