The objective of this article is to use a theoretical framework to reconceptualize the process and purpose of lesson planning as a way to liberate teachers from systems that prevent educator and student flourishing. I argue that an attachment to lesson plans as static objects produces a state of “cruel optimism” that erodes both student and teacher satisfaction, development, and engagement. Conversations with two social studies teachers will ground theory in practice, and will help to illuminate the ways in which thinking with theory can be an effective way to reimagine pedagogical approaches.
In every case, copyright of work appearing in JCT is retained by the author. In accordance with its mandate to promote discussion on matters of curriculum, the Foundation for Curriculum Theory permits limited reproduction of parts of JCT. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged.
For information regarding more extensive copying or reproduction for other purposes, contact:
editors@jctonline.org
