Curriculum: For Curriculum, By Curriculum

Series Editor: Kenneth J. Varner, Shirley B. Barton Endowed Associate Professor, Louisiana State University

 

 

Curriculum is an often (and over) articulated concept and construct that has had a presence in educational parlance over the last 150 years.  While some reduce curriculum to the technical aspects related to the “things” or objects of learning in schools others have a broader, more complex, and inherently critical engagement with Curriculum (with a big C) to get at the socio-cultural engagement with thoughts, ideas, and constructs not just related to schools and schooling but to the larger enterprise of education. Scholars in curriculum studies have had a long trajectory with projects that have been at times pragmatic, at times philosophical, and at still other times critical and critically engaged.  

One of the challenges with curriculum writing in general is a lack of focus on what is the real audience of this work.  This series squarely suggests a need for curriculum thought to come from curriculum theorists and targeted at those wanting big-c Curriculum engagement.  This series, in essence, is intended to be a global conversation on the history, contemporary complexity, and future directions of research done in provocative and interesting texts that create dialogic opportunities.  Each book in the series will also feature a short section at the end to help continue conversations between readers and among writers of texts in the series.  The board is intentionally constructed with scholars from all continents to help focus on intersectional opportunities to engage with the ideas in this series.

The series welcomes monographs as well as edited volumes which take up musings, ponderings, and provocations within the fields of Curriculum, Curriculum Studies, Curriculum Theory from foundational, contemporary, interpretative, and perhaps most importantly critically engaged sets of perspectives. Contributors are asked to take risks with ideas and pose questions to their readers as much as they work to articulate their own perspectives and positions.


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