Journal of Curriculum Theorizing

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.

Vol 31, No 3 (2017): Journal of Curriculum Theorizing

 

 

 

 

 

 

 

 

 

Table of Contents

General Themes

Provoking Dialogues: Worth Striking For Nunez.pdf
Isabel Nuñez, Ligia Licho López, Arlo Kempf, Jennifer Job, Mayme Francyne Huckaby, Pamela J. Konkol
Lingering on Aoki’s bridge: Conceptualizing curriculum as techno-theological text Lee.Pdf
Yu-Ling Lee

Engaging Texts

A Living Curriculum of Orgullo Calderon-Berumen.pdf
Freyca Calderon-Berumen, Karla O'Donald
On Securitization Rhetoric, Critical Literacy, and Affirming Teaching: A Philosophical Exploration Cridland-Hughes.pdf
Susan Cridland-Hughes
Engaging Graduate Students throughout the Research Writing Process Rodriguez.pdf
Regina Chanel Rodriguez, Bryant Griffith, Lucinda M. Juarez
Illuminated Footprints of Nonviolence in Hongyu Wang’s Nonviolence and Education: Cross-Cultural Pathways Jenkins.pdf
Heidi W. Jenkins
The Trouble With Reader-response Theory in Reading Multicultural Literature: A Critique of Dana Fox’s and Kathy Short's Stories Matter Chappel.pdf
Jacquelyn Chappel
Book Review: An Activists Handbook for the Education Revolution: United Opt Out's Test of Courage Homana.pdf
Gary Homana
An Essay Review of Deborah Britzman's 'A psychoanlyst in the classroom: On the human condition in education' Vallee.PDF
Daniel Vallee



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
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563