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In:Reflexive and Reflective Research Approaches in Applied Linguistics
Edited by Pejman Habibie and Richard D. Sawyer
[Research Methods in Applied Linguistics 8] 2025
► pp. 206–222

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Chapter 12
Past, present, and future

Examining the process of using currere to develop critical pedagogy for language educators

ORCiD logo with link | Miami University
ORCiD logo with link | Indiana University Bloomington
Published online: 3 March 2025
DOI logo with link
https://doi.org/10.1075/rmal.8.12tan
Abstract
Exploring how to teach languages effectively in educational research is an ongoing process. In order to contribute to language education research, this chapter introduces and demonstrates how to apply the research approach of Currere (Pinar, 1994) in developing critical pedagogy for language educators by deconstructing the past, co-constructing the present, and reconstructing the future. Currere provides a methodological framework for the researchers to follow when they examine their teaching pedagogy, and serves as a counter-narrative for traditional language teaching methods through a transformative lens. This collaborative research project has four main parts based on the methodological framework: the regressive step of the past language learning and teaching experiences; the progressive step of the future goals for social justice and educational democracy; the analytical step of how our past, present, and future reshape our teaching practices and critical pedagogy; and the synthetical step of reconstructing Applied Linguistics and language education research (Pinar, 1994). Through this research, we advocate for the Currere approach and argue that the transtemporal and trans-conceptual steps within Currere can bring an inner critical perspective for researchers and educators in the field of Applied Linguistics and language education to advance their teaching pedagogy and related research.
Article outline
  • Introduction
  • Currere
  • Collaborative Currere project
    • Regressive: Past language learning and teaching experiences
      • Jing
      • Xiali
      • Jing and Xiali
    • Progressive: Educational democracy and social justice
      • Jing
      • Xiali
      • Jing and Xiali
    • Analytical: Connecting the dots
      • Jing
      • Xiali
      • Jing and Xiali
    • Synthetical: Reconstructing applied linguistics and language education research
      • Jing
      • Xiali
      • Jing and Xiali
  • Currere as an approach in applied linguistics and language education research
    • Why use currere
    • Ethical considerations when using currere
    • Currere as a research approach to prepare active social justice agents
  • Conclusion
  • References
References (31)
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