Where Innovative Curriculum Scholarship is Cultivated

Bergamo Program 2018

 


Download the Full 2018 Bergamo Conference Program here:

2018 bergamo program final

We will not be providing printed programs at this year’s conference. Please arrange to bring a device with digital access to the conference program, or print out your own program prior to attending the conference.

See you soon at Bergamo!

The Bergamo Leadership Team

JCT Graduate Student Paper Award

This award will be presented to one graduate student in recognition of an outstanding paper presented at the 2018 Annual Bergamo Conference on Curriculum Theory and Classroom Practice. This award recognizes the innovative scholarship of one student whose work expands on this year’s conference theme of What is to be Done? On Curriculum Theory and a Critique of the Present by situating the present moment in curriculum studies within the context of the broader field of education—and beyond. The award encourages the participation of emerging scholars in promoting new ideas and welcomes all viewpoints in forming more transformative and reflective curriculum, theory, and practice.

Procedure: Interested graduate students should have already submitted a proposal to the conference. Proposals must be accepted for presentation at the 2018 Bergamo Conference on Curriculum Theory and Classroom Practice. The completed paper must be submitted by 5 p.m. EST on Monday, October 29, 2018 via email to Isabel Nuñez at: nunezi@pfw.edu.

Submissions must be single-authored by the graduate student and may not exceed more than 20 pages (excluding references, tables, appendices). Names and university affiliation should appear only on a separate document for blind review. Papers must be in APA style. If no paper is identified that meets the criteria of the award, no awards will be given for this year.

Award: Publication in a future issue of the Journal of Curriculum Theorizing and recognition at the conference. Details regarding the specific issue of publication will be determined by the author of the winning paper and the editors of the Journal of Curriculum Theorizing.

 

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