Exploring Curriculum Leadership Capacity-Building Through Biographical Narrative: a Currere Case Study
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EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGH BIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY A dissertation submitted to the Kent State University College of Education, Health and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Karl W. Martin August 2018 © Copyright, 2018 by Karl W. Martin All Rights Reserved ii MARTIN, KARL W., Ph.D., August 2018 Education, Health and Human Services EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGH BIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY (473 pp.) 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. Keywords: currere, allegory, folding, capacity-building, intrinsic motivation, curriculum leadership, Reconceptualizing Curriculum development (RCD) ACKNOWLEDGEMENTS Thanks to my wife Michelle, a continual source of love, support and suggestions. I will be forever grateful to James G. Henderson for his exceptional and mentoring. There is no better. Thanks to Linda Hoeptner-Poling, who believed in my inquiry, Todd S. Hawley, who always supported me, and Joanne Caniglia, who always pointed me in the right direction. Thanks also to archivists and librarians Jonathan Ryder of Classical High School, Vanessa Earp and Cynthis Kristov of Kent State University, Olga Umansky of the Boston Psychoanalytic Society and Institute, and Kevlin Haire of The Ohio State University. Jennifer Schneider, Daniel Castner, and Jennifer Lowers have steadfastly helped me through the process of peer review. I am grateful for the support of Sherry Ernsperger, Shannon Stewart, Janine Jones and Cheryl Slusarczyk, and Luci Wymer. Lastly, I thank Ann Poston for her discerning eye and brilliant integrative work. iii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ................................................................................................ iii CHAPTER I. THE PROBLEM............................................................................................................... 1 Introduction ...................................................................................................................... 1 The Exploration ................................................................................................................ 4 Brief Outline of the Problem............................................................................................. 8 Fourfold Process: Corners of Critical Imagining .......................................................... 12 Specifics ........................................................................................................................ 17 RCD and Motivation ..................................................................................................... 18 Four Folds ..................................................................................................................... 20 Folds of Professional Awakening .......................................................................... 21 Folds of Creative Teaching .................................................................................... 23 Folds of Generative Lead-Learning ....................................................................... 24 Folds of Participatory Evaluation ........................................................................... 27 Other Emerging Folds ........................................................................................... 28 An Envisioned Future.................................................................................................... 30 Historiography and Narrative Biological Writing ......................................................... 31 Statement of Significance of the Work ......................................................................... 33 Intrinsic Motivation and Capacity-Building ................................................................. 35 Purpose .......................................................................................................................... 35 Autonomy ...................................................................................................................... 36 Mastery .......................................................................................................................... 37 The Lack of Capacity-Building ..................................................................................... 38 Impediments .................................................................................................................. 39 Classical High School ................................................................................................... 44 Historical Writing as Genealogy ................................................................................... 45 The Legacy of the Rationale ......................................................................................... 46 Another Valdectorian .................................................................................................... 48 Higher Education ........................................................................................................... 49 Two Sides of the Same Coin ......................................................................................... 50 Currere and Narrative .................................................................................................... 60 II. REVIEW OF LITERATURE ....................................................................................... 63 Introduction ................................................................................................................... 63 Classical High School and Traditional Liberal Education ............................................ 63 Beginnings of Curriculum as a Field ............................................................................. 66 The Vertical ................................... .............................................................................94 Classical and Traditional Materials ...........................................................................110 Narrative Literature ...................................................................................................111 Currere Literature .....................................................................................................113 Curriculum Leadership and Relevant Literature .......................................................116 Collaborative Lead-Learning ....................................................................................117 Deleuze and the Fold .................................................................................................118 Educational Experiences and The Fold .....................................................................120 Reconceptualizing Curriculum Theory .....................................................................121 Motivation .................................................................................................................122 III. METHODOLOGY ..................................................................................................124 Narrative Inquiry .......................................................................................................124 Historiography ...........................................................................................................125 Evolution of the Inquiry ............................................................................................130 Typewritten Research ................................................................................................132 Biographical Case Study ...........................................................................................134 Reflexivity .................................................................................................................142 Personages .................................................................................................................144 School Newspapers