Intragenerational Currere: Journeying Together Toward Post-Reconceptualism

As a method of inquiry in curriculum practice, currere is a widely accepted individual undertaking used to elucidate and reposition one’s curricular journey. In this current iteration, we propose a collective journey using intragenerational dialogue as a methodological approach to currere, responding to our desire to query and transform our understandings of teaching curriculum theory at the graduate level. Drawing on aesthetic encounters with the Northern Lights during a four-day train journey, the ensuing currere, constructed through intragenerational dialogue, proposes lived and metaphorical understandings of remembering, repositioning, analyzing and re-imagining the role of autobiography as decolonizing practice in the teaching of curriculum studies. By leaning into post-reconceptualist constructions of becoming, we enact curriculum making together, using the resulting intragenerational currere to push our thinking, theorizing and teaching forward.