Auto-ethnographic reflections upon "Lived Citizenship" as a Curriculum Space in the context of the Australian Curriculum

In this article, we explore the themes of citizenship and identity through a critical analysis of curriculum theory and the "civics and citizenship education" (CCE) component of the Australian Curriculum (AC). Our goal is to theoretically construct the notion of "lived citizenship" as a corollary to the "lived curriculum" through juxtaposing auto-ethnographic vignettes of our own citizenship journeys with analysis and theorising; from our perspectives as former primary and secondary teachers, and now as university researchers, academics and teacher educators. We do this to better understand and contextualize: 1) the current supposed "crisis" in curriculum theory as it applies to CCE; 2) the challenges inherent in the CCE section of the AC; 3) how we might theoretically understand, and methodologically deploy, the concept of "lived citizenship narratives" empirically; and, 4) what this means for us all in terms of collective citizenship struggles for equity and justice.