Right and wrong (and good enough): A duoethnography within a graduate curriculum studies course

Abstract

Originally written as the major paper in a graduate curriculum studies course, Banting and De Loof use their varied paths to the teaching profession as grounds to mutually interrogate their notions of right and wrong as they pertain to teaching and learning. The chapter dialogue organizes around the central themes of perfection, creativity, rigor, and intelligence as the authors struggle to elucidate their views and find a commonality amongst their diverse teaching areas, upbringings, and professional experiences. The chapter contains a running commentary on the use of duoethnography as a learning tool in curriculum studies.