Failing by design; exploring the currere lived experiences of a low‐socioeconomic status boy in primary school

This phenomenological research draws upon Pinar's concept of currere to frame the lived experiences of Cian, a young boy in an economically disadvantaged primary school in Ireland. By adapting Pinar's 4‐stages of currere research (regressive, progressive, analytic and synthetic), we explore Cian's personal and academic lived experiences over a 2‐year period, and his growing feelings of academic disengagement. The paper portrays the complex interactions between Cian's personal and academic lived experiences and demonstrates how he simultaneously internalised and yet resisted his primary school experiences. Embedded within Cian's narrative are snapshots of teachers under pressure, struggling to support the individual learning needs of vulnerable children in line with standardised curricular demands, and the negative impact this can have upon learners like Cian. We argue that adapting Pinar's methodology to focus upon children's voices in education is valuable at a time of curriculum change within Irish primary education, challenging ‘efficiency‐based’ curriculum narratives and re‐centring children's well‐being and holistic development.