WRITING THE SELF, WRITING THE CURRICULUM: AUTOETHNOGRAPHY FOR CURRICULUM DEVELOPMENT AND LEARNING DESIGN

Abstract

This article aims to explore and propose the use of autoethnography as a methodological approach for developing curriculum and learning design that is meaningful, human-centered, and contextually grounded. It begins by questioning dominant curriculum discourses that emphasize efficiency, measurement, and technical control. The article presents a conceptual framework that positions autoethnography within postmodern epistemology and the ethics of self-writing, highlighting its capacity to integrate personal experience, emotion, and human vulnerability into curriculum development through the lens of the living curriculum and curriculum-as-lived. Furthermore, the article discusses three key dimensions of application: writing to understand oneself as a teacher, designing curriculum from experiential voice, and facilitating learning spaces that honor learners' subjectivities. Drawing on cases from the Thai educational context, the article illustrates how this approach challenges conventional knowledge structures and fosters transformation at both personal and systemic levels. In conclusion, autoethnography is framed not only as a research tool, but as a mode of being that enables the emergence of living knowledge, ethical human relationships, and deep learning within educational spaces.