Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers

  • Author / Creator
    McKeown, Brent William
  • The overarching purpose of this study was to consider how high school English teachers’ perceptions of the challenges and joys of their profession revealed their underlying identity constructs and needs. This study also sought to explore the possibilities in utilizing William Pinar’s concept of currere as a means of exploring the concept of identity in this subject specific context and, ultimately, to consider whether currere could become a catalyst for meaningful change within the profession.
    The study combines both quantitative and qualitative methodology to explore two primary data sources:1) An open-ended survey of 56 high school English teachers and 2) A detailed discussion with 6 of the participants. The data collected through these two components of the study are filtered through the lens of the four stages of currere – regressive, progressive, analytical and synthetical – and draws on a range of theoretical discourses, including Narrative Inquiry and Lacanian Psychoanalysis.

  • Subjects / Keywords
  • Graduation date
    Fall 2011
  • Type of Item
  • Degree
    Master of Education
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.