Conversations of Curriculum Reform is a retelling and recapturing of the school lives of
students whose dialogue with their teacher and with each other is a transformative and
tentative attempt to express and define their school experiences which were complicated by the
loss of two classmates. Meeting as adults the former classmates reconsider their past and
reinterpret their work as the author engages in a critical discourse on the limitations and
complications of dialogical methodology. Grounded in phenomenology and compelled
interpretatively by poststructuralist autobiographical insight this book moves toward
troubling the familiar notions of the personal and the spaces of autobiography in curriculum
research and theory.
