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Currere and the environmental autobiography.
A phenomenological approach to the teaching of ecology.
New York

This book documents a high school ecology class that employs currere, William Pinar′s idea for curriculum as autobiographical text, and analyzes the course′s success from the author′s point of view as both the practitioner and the curriculum developer. Discussing individual students′ responses to currere in a project termed the Environmental Autobiography (EA) – a twist on currere that emphasizes environmental experience – this book examines how ecology is taught in high schools; how ecologists are produced, along with the importance of ecology in school curriculum today; the necessary preparation of the classroom and the students for the currere process; and the five themes that recur frequently in the EA project: caring, insecurity and gender issues, egocentrism, politicization, and definitions of success. ′Currere′ and the Environmental Autobiography illustrates how the currere project brought an unprecedented richness and intensity to the ecology class, moving the students from «I know», to «I care», to «I want to do something about this».
Inhaltsverzeichnis :

Introduction : a fan of eyes
A science curriculum enhanced by Pinar's currere
Currere in my classroom
Data from the first year's EAs : discovering "nature's temporary cushion"
Narratives from subsequent years' EAs : "not till we are completely lost or turned
around do we appreciate the vastness and strangeness of nature"
My pedagogy
What kind of ecologists/scientists are schools turning our?
A science curriculum that is both phenomenological and postmodern
An ecology curriculum that is both phenomenological and postmodern
Caring in schools
Insecurities/gender issues
Moving away from egocentrism
Definitions of success
How I did my research