Where Innovative Curriculum Scholarship is Cultivated

2018 Call for Proposals

39th Annual Bergamo Conference on Curriculum Theory and Classroom Practice

Bergamo Conference Center, Dayton, Ohio
November 1–3, 2018

Conference Theme:

What Is to be Done? On Curriculum Theory and a Critique of the Present

Submission Dates: June 25th to August 10th

Click Here to Submit

Registration Dates: JUNE 25th to October 5th

Click Here to Register

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 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.

The Bergamo Conference on Curriculum Theory and Classroom Practice has served as a gathering place for theorists/practitioners and practitioners/theorists, including teachers, students, scholars, administrators, cultural workers, from various perspectives and all walks of life, to join in dialogical and collaborative encounters since 1969. Committed to bringing different and diverse discourses into public conversations, the conference welcomes all viewpoints in forming a shared community of dissensus. The conference encourages innovative styles of presenting intellectual work in the field of curriculum theory. 

General Call for Papers

We invite teachers, students, scholars, theorists, administrators, and cultural workers to join us in this endeavor at the 2018 Bergamo Conference on Curriculum Theory and Classroom Practice. Reflecting our commitment to advance understandings of curriculum and practice, this year’s conference features speakers whose work challenges us to imagine new possibilities for curriculum and educational theorizing. The “Provoking Dialogue(s)” sessions return for a sixth year allowing for us to engage in communal discussion of new and classic curriculum texts. The conference also will feature diverse and dynamic all-conference sessions, nightly social and cultural events, and professional development opportunities targeted at current
graduate students. Organizers invite a wide range of submissions that revolve around, but are not limited to, the following categories:

  • Cultural Studies and Curriculum
  • International/Transnational Curriculum Discourses
  • Engaging Texts
  • Higher Education and Curriculum Theorizing
  • Curriculum Studies and Philosophical Perspectives
  • Curriculum Theory, Classroom Practice, and Disciplinary Perspectives

In addition to the categories listed above, submissions can take guidance from this year’s theme: What Is to be Done? On Curriculum Theory and a Critique of the Present.  By focusing on the work of curriculum theorizing as a situated critique of the present, the theme of the 2018 Bergamo Conference on Curriculum Theory and Classroom Practice invites scholars to specifically turn to questions of our present moment as well as to be attentive to putting theory to work.

This year’s call seeks proposals that take up a presentist critique focusing on the question of: What is to be done? We encourage work that takes up concerns of place, the self, the material, and the theoretical through a reflective and relational approach. Submitters are encouraged to simultaneously consider the past, present, and future in relation to each other or the aforementioned concerns. Participants should see this year’s theme as an opportunity to identify, critique, and, perhaps, reject barriers to new ways of knowing, being, and doing in curriculum scholarship.  Lastly, submissions can consider what has been left out of the critique of the present thus far and expand the imaginary of what curriculum could be, become, and do.

 

 

New JCT Submissions

New Submissions to JCT

The new JCT editing team extends an invitation to submit new manuscripts for review beginning January 15, 2019. We look forward to continuing the scholarly conversation in curriculum theorizing with you.

Best regards,

Tom Poetter

 

With great pleasure the JCT Leadership Team announces that Dr. Thomas Poetter of Miami University Ohio has been appointed as Editor of the Journal of Curriculum Theorizing and President of the Foundation of Curriculum Theory.  Dr. Poetter will be building his team to begin work in January 2019.

Thomas S. Poetter, Ph.D., is Professor of Curriculum Studies and Graduate Studies Director in Miami University’s Department of Educational Leadership (EDL). He will assume the role of EDL Department Chair in July of 2018.  Tom graduated from Heidelberg College with a BA in Business and English in 1985 and entered Princeton Theological Seminary, Princeton, NJ, earning a Master of Divinity degree (M.Div.) in 1988.  Poetter served as a high school English teacher, basketball coach, and chaplain in Indiana before continuing his education at Indiana University where he earned his Ph.D. in Curriculum & Instruction in 1994.  After three years as an assistant professor at Trinity University, San Antonio, Poetter returned to Ohio and Miami University as an assistant professor in the College of Education, Health, and Society in 1997.  Tom is an award-winning teacher and author ~ he has published over 20 books as author, editor, or co-editor and over 50 articles and book chapters in the field of curriculum studies. From 2001-2011, Tom directed school/university partnerships for Miami in the Southwest Ohio region, and opened the university’s Partnership Office as its founding director in 2005.  In 2014, Tom ran for the 8th district congressional seat in the US House of Representatives and published a campaign memoir about the race, “Losing to Boehner, Winning America.”  In 2016, he co-created a new conference and journal in education with Miami colleague Denise Taliaferro Baszile called “The Currere Exchange.”  Tom also served as 2017 Factotum of Professors of Curriculum, and recently chaired AERA Division B’s (Curriculum Studies) Dissertation Award Committee in 2018.

 

 

 

 

Archival Project

The current JCT editorial team is very excited to (re)publish Issue 1, Volume 1 of the Journal of Curriculum Theorizing.  This issue is the first of what we hope to be many republished archived issues. The editorial team has been collecting older issues and then uploading the digitized articles to the website. As we do not have access to all the articles in each issue, the issues will be republished on the website as an incomplete and ongoing project. We hope to fill in the gaps as we receive access to more articles. Please contact us with questions or information regarding this archival project at: managingeditor@jctonline.org.

You may access Issue 1, Volume 1 at: http://journal.jctonline.org/index.php/jct/issue/view/Winter%201979

Best Regards,

JCT Editorial Team

Call for Papers

The Curriculum of Disability Studies: Multiple Perspectives on Dis/Ability

Journal of Curriculum Theorizing Special Issue

Guest Editors:

Jamie Buffington-Adams, PhD   

Kelly Vaughan, PhD 

In this special edition of the Journal for Curriculum Theory (JCT), we seek articles focused on The Curriculum of Dis/Ability Studies. Please note that we embrace a Disability Studies perspectives that dis/ability cannot be represented narrowly; therefore, we seek to highlight a multiplicity of voices (representing different experiences and academic fields) to address dis/ability in education and society.  As such, we are calling for articles from those who identify as curriculum scholars, practitioners, and disability studies scholars. Strong submissions would draw from both the literature of Curriculum Studies and the literature of Disability Studies (and/or Disability Studies in Education).

Articles may address one of the questions below; however we will also consider pieces with other themes that draw from both Curriculum Studies[1] and Disability Studies[2].

  • How do/could scholars bring a disability studies perspective to address the quintessential curriculum studies questions: What knowledge is of most worth? Who decides? Who benefits?
  • How do/could educators in pre-K -16 spaces employ a disability studies perspective in their pedagogical and/or curricular approaches to education?
  • How do/could scholars incorporate disability studies perspective in their work for social justice within schools?

Please note that we seek to compile seven to ten brief (five to seven page) articles for this special edition.  Please submit your 2500 – 3500 word article to jabuffin@iue.edu by May 5, 2018. Please include a cover sheet with your biographical information, institutional affiliation, and contact information. Your article must include your theoretical framework, methodological approach, findings/themes, and significance.  You article should not contain any identifying information.

You will be notified if your proposal was accepted by mid June, 2018.

Jamie Buffington-Adams
Assistant Professor
School of Education, Indiana University East
jabuffin@iue.edu

Kelly Vaughan
Assistant Professor
School of Education and Counseling, Purdue University Northwest
vaughak@pnw.edu

[1] We draw attention to the fact that JCT is “[h]istorically 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.”

[2] Please note that we draw from the Disability Studies in Education SIG, which conceptualizes disability studies as a way  “to promote the understanding of disability from a social model perspective drawing on social, cultural, historical, discursive, philosophical, literary, aesthetic, artistic, and other traditions to challenge medical, scientific, and psychological models of disability as they relate to education.”  Disability Studies, as a field, is committed to social justice in schools and society. It is also important to note that the “interest, agendas, and voices of people labeled with disability/disabled people” are central. (http://www.aera.net/SIG143/Disability-Studies-in-Education-SIG-143)

 

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