Curriculum in the Making: Theory, Practice, and Social Action Curriculum Projects

Brian D. Schultz, Jon E. Baricovich


This article explores the ways a Social Action Curriculum Project (SACP) framework offered opportunities for students in a graduate level education course to wrestle with the complexity of an ever-evolving school experience. SACPs are a curriculum process that provide for multiple and varied ways for teachers and students to engage in active democratic participation and experiential learning. SACPs challenge normative approaches to schooling in a teacher education setting and in turn in P"“12 settings because they focus on the potential of a curriculum in the making through action-oriented, theoretically-grounded projects related to the graduate students' interests reflective of social issues. Using narrative inquiry of the graduate student experience while engaged in the SACP, the authors analyze the ways that democratic skills practiced through a SACP framework push schooling beyond classrooms and schools, out into the public sphere"”a place where authentic, integrated, emergent, organic, and rigorous learning takes place.

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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