An Experiment Into the Public Face of Education Scholarship: Or, How to Stop "Roiling Along" Tenure and Promotion Tracks

Kent den Heyer

Abstract


This piece calls for an experiment in response to the following questions: In what ways might education professors engage in furthering their public engagement as part of democratic aspirations? How might we measure the quality and quantity of such and its enhancement of intellectual life at the intersections of the academy and beyond? If, however defined, we are failing in our public service, and if this should be of concern, and if we are in part doing it to ourselves, then experimenting with how it might be otherwise seems like the scholarly thing to do.

 


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563