My name is Kieran Forde: Click below to hear me say my name.
I was taken by the passage in David Brooks’ The Road to Character that introduced the differences between resume virtues and eulogy virtues. My resume virtues are below in the “KF-Resume” file. This could be read as just a list of places I have been, largely reflecting how I was engaged in making a living while in those places.
The resume doesn’t tell you much about who I am; for that, you’ll want the other link – the narrative. However, that’ll cost you slightly more than a click.
If you want access to the narrative, or any of the other protected content on this site, email me at mail@kieranfor.de
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Short blurb: Kieran Forde is a PhD candidate in the Department of Curriculum & Pedagogy at the University of British Columbia. His PhD research explores connections between the Right to Be Forgotten and education, especially as it pertains to the increasing commodification of children as data subjects.
Old, long blurb: Kieran Forde is a PhD candidate in the Department of Curriculum & Pedagogy at the University of British Columbia. His PhD research explores how technological advances in the networked age have enabled information to be transmitted at extraordinarily high speeds which, in turn, has obliterated essential human sensibilities that previously acted as important guardrails for reasoned and reasonable communication between people. His research interests also include teacher professionalism, online reputation, and the right to be forgotten. At UBC, Kieran works as a Graduate Teaching Assistant in the Faculty of Education, a Graduate Facilitator at the Centre for Teaching Learning, and Technology (CTLT), and served as one of the two Provost Office Fellows in Online Learning at the Office of the Provost & Vice-President Academic. More here: https://kieranfor.de/about/
Actual dissertation lay summary:
This dissertation is a narrative inquiry into the nature of being in the world as an educator. It is based on the understanding that a range of apparent dualities might be more beneficially conceived of as mutually supporting aspects where each relies on and enables the other. Such instances occur in education in the inextricably linked relationships between teaching/learning, personal/professional, theory/practice, being/becoming, and the interplay between self/Other. As a form of teacher inquiry, the narrative represents an example of the transformative power of curriculum when it is conceived of as a simultaneous personal and relational endeavour through which we might iteratively consider how we have become the way we are, who we are at a particular juncture, and who we might yet become. This exercise of attending to the curriculum of the self is a form of self-work that can assist us in finding connection and purpose in our lives.
Consider format: https://faculty.washington.edu/ajko/bio