This book documents a high school ecology class that employs
currere, William Pinar’s idea for curriculum as autobiographical text, and analyzes the course’s success from the author’s point of view as both the practitioner and the curriculum developer. Discussing individual students’ responses to
currere in a project termed the Environmental Autobiography (EA) – a twist on
currere that emphasizes environmental experience – this book examines how ecology is taught in high schools; how ecologists are produced, along with the importance of ecology in school curriculum today; the necessary preparation of the classroom and the students for the
currere process; and the five themes that recur frequently in the EA project: caring, insecurity and gender issues, egocentrism, politicization, and definitions of success.
‘Currere’ and the Environmental Autobiography illustrates how the
currere project brought an unprecedented richness and intensity to the ecology class, moving the students from «I know», to «I care», to «I want to do something about this».