Chapter 3: Walking Away From Macro-Institutional Identity Through Curriculum As Activism

The term “curriculum,” according to the Webster Dictionary(n.d.), is derived from the Latin word “currere,” which connotes to “to run” or “course.” Pinar (2019) elaborates on his currere method for curriculum theorizing, emphasizing the importance of reflecting on teachers’ positionality embedded lived reflections across past and current situations and social concerns intertwined with the curriculum and redefining teaching practices accordingly. The etymology of curriculum implicates a metaphor of a continuous, unceasing flow, intricately woven into the fabric of our current lives. Given that current local-global issues are emerging unpredictable, Brennan et al. (2022) argue that our curriculum should focus on developing the ability of citizens to collaborate effectively, participating actively beyond discipline at school, creating knowledge-in-action, learning through engagement with real-world problems that are crucial for the future of society. We perceive the curriculum as a continuous and unbroken stream, intricately interwoven into the fabric of our present lives, fostering knowledge-in-action through active engagement with real-world issues.