Vol 31, No 2 (2016)

Journal of Curriculum Theorizing






Photo courtesy of Wei Du

Table of Contents


2015 BERGAMO KEYNOTE: Toward Proleptic Experience in Arts-Based Educational Research and Practice Slattery.pdf
Patrick Slattery
2015 BERGAMO KEYNOTE: A Parallel Universe: The Keynote I Did Not Give jagodzinski.pdf
jan jagodzinski

Higher Education

Preparing the “Standardized Teacher”: The Effects of Accountability on Teacher Education Krise.pdf
Kelsy Krise
“Here We Come to Save the Day”: Exploring the Dark Side of Servant Leadership Narratives among College Freshmen Clegorne.PDF
Nicholas Anthony Clegorne

Engaging Texts

Indifference-driven Discontent to Empathy-led Development: What Globally Minded Educators Can Learn from Stiglitz Liu.PDF
Laura Blythe Liu

General Themes

Metaphorical Awakening: Curricular Reconceptualizations of Aesthetic Experience Hebert.PDF
Cristyne Hebert
Attention Please: Positioning Attention at the Center of Curriculum and Pedagogy Ergas.PDF
Oren Ergas

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