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Picturing Currere : envisioning-experiences within learning

Sellers, Warren 2003, Picturing Currere : envisioning-experiences within learning, in ACSA 2003 : 10th Biennial Conference of the Australian Curriculum Studies Association : Conversactions : Conversations and Actions Proceedings, Australian Curriculum Studies Association, [Adelaide, S.Aust.], pp. 1-23.

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Title Picturing Currere : envisioning-experiences within learning
Author(s) Sellers, Warren
Conference name Australian Curriculum Studies Association. Conference (10th : 2003 : Adelaide, S.Aust.)
Conference location Adelaide, S.Aust.
Conference dates 28-30 Sep. 2003
Title of proceedings ACSA 2003 : 10th Biennial Conference of the Australian Curriculum Studies Association : Conversactions : Conversations and Actions Proceedings
Editor(s) Smyth, Ian
Publication date 2003
Conference series Australian Curriculum Studies Association Conference
Start page 1
End page 23
Publisher Australian Curriculum Studies Association
Place of publication [Adelaide, S.Aust.]
Summary Currere reconceptualises curriculum as understanding learning experiences. This paper outlines potentials for pictures in re-envisioning currere for a world growing in complexity.
Vision, as the privileged sense for acquiring knowledge, is often regarded deterministically - seeing is believing. But, as sophisticated technology becomes more significant in the control of knowledge systems - as 'reality' becomes more virtual - personal visual experiences are becoming harder to generate, interpret and authenticate. Knowledge technology is increasing exposure to 'mediated messages' and diminishing the ability to validate them. I see this as problematic for the authenticity of learning within a world that is intensifying in its complexity.
My work reaches beyond determinist/technological views of learning to explore envisioning-experiences within learning. I am particularly interested in ways that enacting with pictures embodies individuals, communities, and the world within understandings of complexity and authenticity. In practical terms, this involves interactively and reflexively 'doing pictures' as a personal process in learning for deeper understanding.
The paper explores three issues:
* Text and pictures: learning, thinking, and knowing, as textual dominions that marginalise pictures.
* Enactivism and learning: an approach to learning for complex communities that embodies mindful thinking within haptic experiences.
* Enactive picturing: laying a personal processual path with learning that complexifies understandings for authenticating experiences - doing-walking-talking - with pictures.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 930302 Syllabus and Curriculum Development
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2003, The Authors
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005263

Document type: Conference Paper
Collections: School of Social and Cultural Studies in Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.