Toward Cosmopolitan Sensibilities in US Curriculum Studies: A Synoptic Rendering of the Franciscan Tradition in Mexico

James C. Jupp


This essay articulates the notion of cosmopolitan sensibilities in curriculum studies through a synoptic rendering of the Franciscan educational tradition in 16th century Mexico. Recovered by Mexican intellectuals preceding but especially in the wake of the Mexican Revolution, the Franciscan tradition provides one of several “origin narratives” for the ideology of mestizaje central to Mexican national identity of the present. The Franciscan tradition, represented in biographical sketches of Pedro de Gante, Toribio de Motolinía, and Vasco de Quiroga, articulated a lived pedagogy emphasizing a historicized Catholic ethics of liberation problematically fraught with paternalism. As an example of cosmopolitan sensibilities in curriculum studies, the Franciscan tradition signals but one tradition currently eclipsed in curriculum discourses and refinements that drives at a discussion of Hispanophone educational and cultural criticism.

Full Text:


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