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EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGH BIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY

Martin, Karl W
http://orcid.org/0000-0002-0000-447X
http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491

Abstract Details

2018, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
My dissertation joins a vibrant conversation with James G. Henderson and colleagues, curriculum workers involved with leadership envisioned and embodied in his Collegial Curriculum Leadership Process (CCLP). Their work, “embedded in dynamic, open-ended folding, is a recursive, multiphased process supporting educators with a particular vocational calling” (Henderson, 2017). The four key Deleuzian “folds” of the process explore “awakening” to become lead professionals for democratic ways of living, cultivating repertoires for a diversified, holistic pedagogy, engaging in critical self-examinations and critically appraising their professional artistry. In “reactivating” the lived experiences, scholarship, writing and vocational calling of a brilliant Greek and Latin scholar named Marya Barlowski, meanings will be constructed as engendered through biographical narrative and currere case study. Grounded in the curriculum leadership “map,” she represents an allegorical presence in the narrative. Allegory has always been connected to awakening, and awakening is a precursor for capacity-building. The research design (the precise way in which to study this `problem’) will be a combination of historical narrative and currere. This collecting and constructing of Her story speaks to how the vision of leadership isn’t completely new – threads of it are tied to the past. Her intrinsic motivational indicators as relevant to curriculum leadership will be described and analyzed through her lived experiences, scholarship and writing that all pointed towards her vocational calling.
James Henderson, Dr. (Committee Chair)
473 p.
Curricula; Curriculum Development; Education History
currere; allegory; folding; capacity building intrinsic motivation; curriculum leadership; reconceptualizing curriculum development

Recommended Citations

Citations

  • Martin, K. W. (2018). EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGH BIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491

    APA Style (7th edition)

  • Martin, Karl. EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGH BIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY. 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491.

    MLA Style (8th edition)

  • Martin, Karl. "EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGH BIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY." Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Kent State University and OhioLINK.