Vol. 41 No. 1 (2026): Journal of Curriculum Theorizing

A stone at the base of a tree has a square mark where a plaque used to be affixed to the rock.

DOI: https://doi.org/10.63997/jct.v41i1

Published: 2026-03-13

Full Issue

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Editor's Note

Celebrating the Eclecticism and Urgency of Curriculum Theorizing

Tristan Gleason, Rouhollah Aghasaleh

1-3
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Bergamo Keynote

Curriculum Theorizing in a Time of Genocide, Scholasticide, and (Counter)Insurgency

Jairo I. Funez-Flores

4-20
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General Themes

Refusals as Access-Otherwise Cripped Embodiments of Destitution and Prefiguration

Brad Bierdz

21-38
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Co-Curricular-Making’s Lessons Deweyan Roominess Fostering the Needed Sense-Making Terrain for Constructing Educational Possibilities

Margaret Macintyre Latta

39-55
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Dear New Teacher A Note on the Power of Love and Praxis in Education

Kelly P. Vaughan

56-69
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Cultural Studies and Curriculum

Wrong Rocks Counterstorying a Curriculum of Erasure in Manahatta/n

Rachel Talbert, David Vining, Deanne Green, Neal P. Schick

70-107
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Engaging Texts

Becoming-Curriculum in Maria Speth’s Mr. Bachmann and His Class

Chi Kai Lam

108-114
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Engaging Boldly to (Re)Think Methodology A Book Review of Methodology and Praxis

Lex Salazar, Cathryn van Kessel

115-120
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Higher Education

What Was, Is, and Can Be Pedagogically Possible? Employing Currere in Educational Events

Angela Kraemer-Holland

121-129
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