Provoking Dialogues: Worth Striking For

Isabel Nuñez, Ligia Licho López, Arlo Kempf, Jennifer Job, Mayme Francyne Huckaby, Pamela J. Konkol


At the 36th Annual Bergamo Conference on Curriculum Theory and Classroom Practice, a Provoking Dialogues session was held on Worth Striking For: Why Education Policy is Every Teacher’s Concern (Lessons from Chicago), written by Isabel Nuñez, Gregory Michie, and Pamela Konkol. Curriculum scholars took up various sections of the book as part of a larger discussion on School Reform: What is the current paradigm of neoliberal school reform that educators are working under, and what possibilities are there for undermining this paradigm in support of public schooling? The following essay is comprised of the thoughts of those scholars. We encourage you to continue to engage with these authors and each other to keep the fight going.

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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