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».
