Chapter 2: Transformative Curriculum Making: A Teacher Educator’s Counterstory

Situated in the call for teacher educators “to recognize their role as curricular agents” (Rosiek & Clandinin, 2015, p. 304), I use autobiographical narrative inquiry to examine my teacher educator experiences of becoming a curricular agent for my elementary science methods course. Describing the paths I travel within curriculum making, I reveal a counterstory centered on intentionally bringing my multiple identities into the curriculum. Paralleling my journey, my preservice teachers,’ too, are becoming curricular agents.

When we set our imaginations free from the narrow notion that a course of study is a series of textbooks or specific outline of topics to be covered and objectives to be attained, broader and more meaningful notions emerge. A curriculum can become one's life course of action. It can mean paths we have followed and paths we intend to follow. (Connelly & Clandinin, 1988, p. 1)