This dissertation establishes a place for autobiography in Christian Education by an analysis of voice, identity, and context in the writings of Ada Maria Isasi-Diaz, Janet Miller, and Greer Anne Wenh-In Ng. The analysis provides a basis for reconceptualizing Christian Education curriculum as a personal and contextual conversation.

The study begins with a presentation of the Reconceptualization Movement in the North American curriculum field begun in the 1970s. The Reconceptualists reframed education's questions once concerned primarily with subject matter and procedures of instruction and evaluation by connecting curriculum to the sociopolitical realities in which education takes place. New questions would address how race, gender, and class affect the educational process. Similar questions are raised and offered responses in Isasi-Diaz's articulations of a mujerista theology, in Miller's feminist autobiographical curriculum theory, and in Ng's contextualization of Religious Education. As the study analyzes the roles of identity, voice, and context in each of these distinct bodies of works, it is made clear that the Reconceptualized understanding of curriculum is especially critical for those who face textual dissonance between one's personal narrative and the metanarrative embedded in the public educational experience. The final chapter synthesizes the authors' works to construct a curriculum conversation for a reconceptualized Christian Education that attends to autobiographical text as a source for authenticating identity, particularizing voice, and understanding context.

The dissertation underscores the liberative possibilities of the proposed reconceptualized Christian Education for women and, in particular, suggests further study on the affects of such a curriculum understanding to the education of young women of Korean descent in North American churches.