Contemporary curriculum theorists conceptualize curriculum, schooling, and the teacher as sites of discursive production and as dwelling places for theory. Drawing on memory work around childhood report cards, this article uses commonplace artifacts to reassemble autoethnographic memory. In sifting through memories and artifacts, the author combines notions of archaeology and bricolage with writing as inquiry, proposing art·I/f/act·ology as research method. This approach to autoethnographic research is conceptualized as a way to blend art and reflective practice, generating alternate ways of understanding curriculum as lived.
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