UBC Theses and Dissertations
Cosmo-currere : to understand curriculum as bio-geospheric justice and terra-didactic text Bigloo, Fay
Autobiographical/biographical research starts with my experiences of being in and with the world. This study explores the relations of my life experiences with my academic interests. Conversations are complicated not only by the singularity and complexity of the individual, but also by place, conceived here as historical and biospheric. This study is inspired by distinction between “the horizon of curriculum-as-plan … and the horizon of curriculum-as-lived-experience” (Aoki, 1986/1991, p. 161) as I strive to retain Aoki’s openness to future possibilities. Engagements with the worlds of within and without, and study through and on the method of currere structures the research. My question of being adds to the basic structure of currere, what I term cosmo-currere. This is a C++ threshold highlighting the diversity that exists in both historical and natural worlds, and the basic relations that exist between the two. Within the terrain of cosmo-currere and through my breath and air, curriculum reveals itself as biospheric text. The recognition of the Earth, as the main repository of all experiences, and the source of human epistemologies, discloses curriculum as terra-didactic text. The understanding of a complex inter-connectedness existing between the historical and the natural worlds places environmental justice at the heart of curriculum.
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