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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.