Education in an Age of Limits

Mark Baildon, James S. Damico


It is now evident that the earth’s ecology and social systems cannot sustain continued expansion of capitalist productivity, consumerism, and neoliberal notions of progress based on market fundamentalism, the commodification of society, and the privatization of public goods. Neoliberal policy, based on an ideology of unbounded self-interest, endless growth, and expansion released from any notions of constraint are environmentally and ethically indefensible. This view of endless growth sees “the world as something that exists only to gratify human desires” (Lasch, 1991, p. 527) and has perpetuated exploitative, colonial-imperial policies and political arrangements that favor dominant groups (Torres, 2017). This paper makes the case for curriculum theorizing to envision forms of ecocentric and justice-oriented consciousness education that starts from the premise of the need for environmental limits, while emphasizing social justice and democratic practices, to forge solidarity across political movements.

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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.

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