Summary

Within contemporary, conventional, interpretive, qualitative paradigms, narrative and curriculum theorizing have traditionally been understood as primary constructs through which educational researchers seek to explain, represent, and conduct inquiry about education. This article traces shifting understandings of Western constructs of narrative and curriculum theorizing from a modernist perspective, in which they were conceived primarily as methods central to the representation of knowledge, to postmodernist perspectives in which they are conceptualized not as epistemological constructs, but as ethical/ontological systems of becoming through/in relationships. Historically, the emergence of “curriculum” and “narrative” (as phenomena) within a modernist, technocratic paradigm, rooted in an epistemological worldview, were constructed as “technologies” whose purpose was to represent knowledge. Current critiques of narrative and curriculum theorizing from the perspective of postmodern, poststructural, feminist, and new materialist perspectives illuminate understandings of these constructs as ethical-ontological-epistemological phenomena. From this perspective, narrative and curriculum theorizing have shifted from being understood as grounded in epistemology in order to provide “better” understanding/knowledge of experience, and alternatively are understood as ethical obligations to “be” in a web of relationships/intra-actions.