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Chapter 12. Past, present, and future

Examining the process of using currere to develop critical pedagogy for language educators
  • Jing Tan und Xiali Chang
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Reflexive and Reflective Research Approaches in Applied Linguistics
Ein Kapitel aus dem Buch Reflexive and Reflective Research Approaches in Applied Linguistics

Abstract

Exploring how to teach languages effectively in educational research is an ongoing process. In order to contribute to language education research, this chapter introduces and demonstrates how to apply the research approach of Currere ( , 1994) in developing critical pedagogy for language educators by deconstructing the past, co-constructing the present, and reconstructing the future. Currere provides a methodological framework for the researchers to follow when they examine their teaching pedagogy, and serves as a counter-narrative for traditional language teaching methods through a transformative lens. This collaborative research project has four main parts based on the methodological framework: the regressive step of the past language learning and teaching experiences; the progressive step of the future goals for social justice and educational democracy; the analytical step of how our past, present, and future reshape our teaching practices and critical pedagogy; and the synthetical step of reconstructing Applied Linguistics and language education research (Pinar, 1994). Through this research, we advocate for the Currere approach and argue that the transtemporal and trans-conceptual steps within Currere can bring an inner critical perspective for researchers and educators in the field of Applied Linguistics and language education to advance their teaching pedagogy and related research.

Abstract

Exploring how to teach languages effectively in educational research is an ongoing process. In order to contribute to language education research, this chapter introduces and demonstrates how to apply the research approach of Currere ( , 1994) in developing critical pedagogy for language educators by deconstructing the past, co-constructing the present, and reconstructing the future. Currere provides a methodological framework for the researchers to follow when they examine their teaching pedagogy, and serves as a counter-narrative for traditional language teaching methods through a transformative lens. This collaborative research project has four main parts based on the methodological framework: the regressive step of the past language learning and teaching experiences; the progressive step of the future goals for social justice and educational democracy; the analytical step of how our past, present, and future reshape our teaching practices and critical pedagogy; and the synthetical step of reconstructing Applied Linguistics and language education research (Pinar, 1994). Through this research, we advocate for the Currere approach and argue that the transtemporal and trans-conceptual steps within Currere can bring an inner critical perspective for researchers and educators in the field of Applied Linguistics and language education to advance their teaching pedagogy and related research.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Reflectivity and reflexivity in qualitative research and scholarship 1
  5. Part I. Reflectivity and reflexivity in research
  6. Chapter 2. Transformative possibilities of autoethnography 22
  7. Chapter 3. Duoethnography 41
  8. Chapter 4. Toward an understanding of currere as a research method 61
  9. Chapter 5. Telling stories matters 80
  10. Part II. Reflectivity and reflexivity and Applied Linguistics Research
  11. Chapter 6. Affordances and limitations of autoethnography as a research method in Applied Linguistics 98
  12. Chapter 7. The role of duoethnography in critical ELT research 120
  13. Chapter 8. Currere 139
  14. Chapter 9. Narrative inquiry in Applied Linguistics Research 152
  15. Part III. Reflective and reflexive studies
  16. Chapter 10. An autoethnography of migration, language, and power dynamics 172
  17. Chapter 11. Duoethnographic inquiry into translingualism and language teacher identity 188
  18. Chapter 12. Past, present, and future 206
  19. Chapter 13. When children don’t learn to read 223
  20. Coda
  21. Chapter 14. Contemporary Applied Linguistics Research 248
  22. Author index 267
  23. Subject index 269
https://doi.org/10.1075/rmal.8.12tan

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Reflectivity and reflexivity in qualitative research and scholarship 1
  5. Part I. Reflectivity and reflexivity in research
  6. Chapter 2. Transformative possibilities of autoethnography 22
  7. Chapter 3. Duoethnography 41
  8. Chapter 4. Toward an understanding of currere as a research method 61
  9. Chapter 5. Telling stories matters 80
  10. Part II. Reflectivity and reflexivity and Applied Linguistics Research
  11. Chapter 6. Affordances and limitations of autoethnography as a research method in Applied Linguistics 98
  12. Chapter 7. The role of duoethnography in critical ELT research 120
  13. Chapter 8. Currere 139
  14. Chapter 9. Narrative inquiry in Applied Linguistics Research 152
  15. Part III. Reflective and reflexive studies
  16. Chapter 10. An autoethnography of migration, language, and power dynamics 172
  17. Chapter 11. Duoethnographic inquiry into translingualism and language teacher identity 188
  18. Chapter 12. Past, present, and future 206
  19. Chapter 13. When children don’t learn to read 223
  20. Coda
  21. Chapter 14. Contemporary Applied Linguistics Research 248
  22. Author index 267
  23. Subject index 269
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Heruntergeladen am 25.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/rmal.8.12tan/html
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