Inspiriting the Proleptic: Spirituality in a Postmodern Curriculum to Advance Well-Being in Schools

Alycia Elfreich

Abstract


This paper examines the integration of curriculum as theological text in the classroom as a mechanism to promote well-being in schools. Specifically, Elfreich draws upon Slattery’s (2013) postmodern framework of proleptic eschatology in an effort to promote an inspirited version of Pinar’s currere. As such, currere(ing) the spirit creates a space for transcendence within education that acknowledges the interdependent nature of who we are in relation to others. Finally, in keeping with a postmodern framework, Elfreich provides a reflexive, auto-biographical narrative of the proleptic in relation to curriculum and well-being as an attempt to exemplify the interconnected nature of past, present, and future.


Keywords


curriculum studies, curriculum theory, spirituality, well-being, theology as text, currere, proleptic eschatology, reflexivity, postmodern

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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