Teaching and research as blurred translating

Shannon K. McManimon


Through a form of currere, this essay traces the author’s journey to conceptualize her teaching and qualitative educational research as “blurred translating.” Practices of blurred translating are in motion and unfinished (hence, blurred) attempts to move and speak across and between languages and lives, words and worlds. These internal and inter-personal practices foster understanding across languages, identities, knowledges, and voices while acknowledging power and positionality. Drawing on stories, essays, research literature, poetry, and language and translation theories, the author argues for the relevance of this concept in an era of standardized curriculum and for those with social justice commitments. Both a responsibility and an impossibility, the messy risk of the practice of “blurred translating” engages us with a multiplicity of worlds and words as we work in relationship in the entanglement of lives, learning spaces, and research.


currere, teaching, qualitative research, practice, relationship, translating, language

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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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