JCT Today

William F. Pinar

Abstract


Pinar links the circumstances of JCT today with those surrounding its founding 30 years ago. Then the field's paradigm shift constituted its internal crisis, a shift precipitated by the 1960s National Curriculum Reform movement. Those circumstances called for a journal committed to the reconceptualization of curriculum studies. Today the field faces another set of difficult circumstances, intensified by the Bush Administration's effort to silence dissent by legislating evidence-based research. Coupled with internal tensions, specifically those associated with identity politics and social ameliorism, present circumstances conspire to produce a presentistic and fragmenting field. Pinar recommends that once again JCT look to the future. This time, however, the route to the future lies in the past.

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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