As a careful look into the daily lived experiences of teachers in today’s schools, the overarching purpose of this study was to seek a clearer understanding of how race may be reflected in the construction of teachers’ perceptions and practices. More specifically, the intent was to understand the relationship between the selected White teachers’ perceptions of themselves as White educators, their perceptions of the African American students they teach, and their teaching practices. Further, this research also sought to explore the potential and possibilities for engaging currere, as defined in Pinar’s 1976 work, as a method of study in educational research. With this in mind, this study was not only a journey to explore the complexities in classrooms of selected White teachers and their African American students; it also became a complicated process of self-excavation and deconstruction of myself, a former White teacher of African American students. A qualitative methodology, guided by critical epistemologies was used. The researcher, acted as participant observer. The research included four components: teacher interviews, classroom observations, informal dialogue, and teacher reflection. Four significant instructional practices and interactions emerged from classroom observations that seemed to reflect the relationship between selected White teachers’ perceptions of themselves and the African American students they teach. These were: (1) overcorrection and inconsistent (re)direction, (2) failure to engage, (3) isolation and dismissal, and (4) lowered expectations and lesser curriculum. While the research in education has identified similar themes and practices, when viewed in and through the context of currere, a greater complexity in classrooms with White teachers and African American students is exposed. Currere holds that each of us is a manifestation of our past and that in order to realize any semblance of meaningful, authentic progress in the future, each of us must first examine our past, our perceptions and our ways of knowing and being in the world. Currere offers us a method by which to begin this journey – as individuals, as a collective society, and certainly as teachers.

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This critical inquiry in curriculum studies uses poststructuralist and Deleuzian rhizomatic approaches alongside an original 'picturing' methodology. The author genealogically maps historical and contemporary curriculum theorising to deconstruct curriculum 'development' and foreground currere (curriculum reconceptualising). In performing Deleuzian philosophy, his proposed c u r a reimagines curriculum via currere to envision generatively living-learning

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Given the ongoing persistence of anti-Black racism in Ontario education, I enact a curriculum of Black Excellence and antiracism. In partnership with the Ottawa Carleton District School Board and propelled by calls to action from The Ministry of Education and Black advocacy organization, I ask how The Sankofa Centre of Black Excellence course and program may address these systems of racism. I draw on Critical Race Theory as both a theoretical framework and overarching methodology of analysis for my thesis. In the first of three articles within this thesis I begin by framing my understanding of antiracism with an overview of the possibilities and limitation of Culturally Relevant and Responsive Pedagogy in Ontario public schooling contexts. In the second article, I draw on the literature and method of Critical Race Currere to understand antiracism and Black excellence in relation to teaching the Sankofa course. In the third article, I draw on a social action curriculum project research methodology to analyze and synthesize the course curriculum-as-planned and -lived. Finally, I suggest that the continued engagement with Aoki’s (1993) concept of a curriculum-as-lived serves as a departing point for engaging with broader conversations surrounding Black excellence and antiracism curriculum in the Ontario educational system.

This dissertation is a currere study of how five students and their teacher understand their mathematical learning inside a Grade 10 classroom in Quebec. More closely, this research examines how recollections of past, present, and future mathematizing are tied to one’s sense of identity. Through analysing the entries in a teacher journal and the autobiographical stories of former students, identifications with and against common tropes of what it means to be “good” at mathematics were examined. This dissertation thus asks, how do participants in mathematics teaching and learning read their experiences, and why does a study like this matter to the future of the subject or to education overall? Using the autobiographical Curriculum Studies method of currere, a psychoanalytic stylistic analysis, and a cultural studies component whereby participants were encouraged to respond to the characters in the popular sitcom The Big Bang Theory, responses were gathered through individual interviews. Insights were derived from psychoanalytic readings of both transference and countertransference taking place in the learning space and beyond. The researcher’s and participants’ responses were understood through the ways in which the teacher’s emotional world is transferred onto the act of teaching and how, reciprocally, the teacher is addressed through feelings, phantasies, defences, and anxieties. The former students were interviewed with the stages of currere in mind in order to elicit free associative responses that lent insight to the regressive, progressive, and analytic stages. The final, synthetical, stage of currere took place to unpack my identificatory work as a researcher and teacher in the mathematics classroom. The methodological considerations in this dissertation included outlining the significance of repetitions of language in interviewees’ responses, both individually and collectively. Participants’ responses began to indicate a complex emotional world whereby their categorization in a “lower” mathematics course in high school nevertheless did not trap their identities into common tropes of of negativity, difficulty, and anxiety. Rather, the types of language and frequency of word use signal how the emotional landscape of students’ mathematical lives is shaped by how students perceive teachers to see them as mathematical or not. This research reveals how mathematics concepts, but more often, pedagogical dynamics, lead to complicated psychological terrain traversed by both teachers and students. I argue that using currere as a methodology readily employable with high school students helps to uncover the complex worlds of mathematical identity formation including the role of societal stereotypes. Furthermore, if educators understand their own dynamics of love and hate in relation to mathematical competence, performance, and pedagogy, they might better foster mutuality between students and teachers overall.

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