A Living Curriculum of Orgullo

Freyca Calderon-Berumen, Karla O'Donald


The authors argue for the formation and promotion of a living curriculum based on one’s lived experiences.  Proceeding from an understanding of identity as a complex and multilayered construct that an individual constantly revises and adjusts, this paper proposes the creation of a bridge between learning spaces and the need to recognize and harbor the self as an infinite creation. This proposition contends the necessity to provide all persons the opportunity to express who they are and explore their space in the world in order to claim a place and be part of the political and democratic process.  By becoming empowered in claiming what is necessary for one’s realization, individuals will consequently create and promote change in the world.


Living curriculum, orgullo, mestiza consciousness.

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.

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ISSN: 1942-2563