“If You Wanna Play the Saxophone”: A Review of Troubling Method: Narrative Research as Being by Petra Munro Hendry, Roland W. Mitchell, and Paul William Eaton (2018)

Samuel D. Rocha


This review presents a diagnostic and descriptive overview of Troubling Method. The review ends by comparing two parables to the general spirit of the book and, by extension, to the field of curriculum studies. This final comparison, along with its preceding confessions, make an appeal of a humanities driven approach to curriculum theory and scholarship in education.

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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