2015 Call for Papers
36th Annual Bergamo Conference on Curriculum Theory and Classroom Practice
Bergamo Conference Center, Dayton, Ohio
October 15–17, 2015
THEME: Curriculum Theorizing in New Times
Submit Proposals at: http://www.jctonline.org/conference/
Submission Dates are TBD. Please subscribe to our mailing list for the most up to date information at http://www.jctonline.org/conf-list/
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 2015 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 fourth 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
Conference Theme: Curriculum Theorizing in New Times
In addition to the categories listed above, submissions can take guidance from this year’s theme: Curriculum Theorizing in New Times. Contemporary education reform continues to transform public education and it could be suggested that, in fact, our moment represents a significant break with the history of our sense of education and its role in society. True or not, an opportunity to simultaneously reflect, critique, and collaborate across a variety of theoretical perspectives on contemporary curriculum theorizing seems appropriate. Given the legacies within curriculum theory for these pursuits and the possible critical examination of their intersections, this year’s conference offers an opportunity for scholarly work that examines and troubles the role of curriculum theory in an ever-shifting landscape and its material and ideological character. In addition, the field of curriculum theory has experienced tremendous loss in terms of scholars within the field and those influential from without. While we continue to grieve, especially for those with a direct connection to this conference, submissions can examine ways to honor the work of those we have lost while simultaneously considering the moment of our field as described above. Regardless of the reasons, either internal or external, it seems as though the field finds itself in transition and it would be productive to critically examine the influential work of those guiding voices.
CONFIRMED KEYNOTE SPEAKERS:
Toward Proleptic Experience in Arts-Based Educational Research and Practice
Patrick Slattery, Texas A&M:
Dr. Patrick Slattery is Professor and Regents Scholar in the College of Education and Human Development at Texas A&M University where he teaches courses in Philosophy of Education, Curriculum Theory, Social Foundations of Education, and Arts-Based Research. His books include: Curriculum Development in the Postmodern Era (Second Edition, Routledge, 2006); the co-authored text with Dana Rapp Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World (Allyn and Bacon, 2003); the co-authored text Understanding Curriculum (Peter Lang Publishers, 1995); and the co-authored text Contextualizing Teaching (Addison-Wesley Longman, 2000). He is also an artist, lecturer, and activist for social justice issues in organizations such as the Lesbian and Gay Rights Lobby of Texas (LGRL), Queer Studies SIG of AERA, Campaign to End the Death Penalty (CEDP), and the Human Rights Campaign (HRC) in his hometown of Austin, Texas. The central theme of his work is the promotion of a just, compassionate, and ecologically sustainable global culture through holistic and reconceptualized approaches to curriculum, constructive postmodern understandings of education, queer studies in gender and sexuality, and Process philosophical visions of creativity and change. In his research he contends that spiritual, ethical, and social transformation is intimately linked to visual culture, public pedagogy, and aesthetics, and that wisdom can emerge in the artistic process.
OTHER INVITED SPEAKERS TBD