The Im/Possibility of an Ethos of Curriculum Work

Elizabeth Wood, Samantha Paredes Scribner, Robert J. Helfenbein, Paula A. Magee, Deborah B. Keller

Abstract


An interdisciplinary faculty reading group on Pinar's (2007) Intellectual advancement through disciplinarity provided the opportunity to explore questions related to working in curriculum. Their individual commentary reflects a struggle for, and against, individual disciplines as they make sense of curriculum inside of a shared ethos. Each draws from personal history, the scholarly fields they come from, and the external realities in which those histories are made. The im/possibilities that are then implied through this ethos is work that is provisional, contingent, and ultimately bound by commitment, not only to discipline, but also to the mutual protection of a common purpose.

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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.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
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ISSN: 1942-2563