Nichole A. Guillory is a Professor of Curriculum and Instruction in the Department of Secondary and Middle Grades Education and an affiliated faculty member in the Interdisciplinary Studies Department at Kennesaw State University. She currently teaches courses in critical multiculturalism in teacher education and hip hop feminism in interdisciplinary studies. Drawing on the intersections of black feminist theory and curriculum theory, her scholarship focuses on problematizing fixed notions of black women’s identities in predominantly white universities in the South, where Black women’s encounters with white students and colleagues are often reflective of the old South’s race and gender politics. Drawing on hip hop feminism, she also writes about the representation of black women in hip hop discourses. Her published articles have appeared in various journals, including the Journal of Curriculum Theorizing, Journal of Curriculum and Pedagogy, Teaching Education, and Multicultural Education. She also has published chapters in key texts, such as Curriculum Studies Handbook: The Next Moment, Critical Studies of Southern Place: A Reader, and Oxford Handbook of Hip Hop Music Studies.
David Stovall, Ph.D. is Professor of African-American Studies and Criminology, Law & Justice at the University of Illinois at Chicago (UIC). His scholarship investigates three areas 1) Critical Race Theory, 2) the relationship between housing and education, and 3) the intersection of race, place and school. In the attempt to bring theory to action, he works with community organizations and schools to develop curriculum that address issues of equity and justice. His work led him to become a member of the Greater Lawndale/Little Village School of Social Justice High School design team, which opened in the Fall of 2005. Furthering his work with communities, students, and teachers, his work manifests itself in his involvement with the Peoples Education Movement, a collection of classroom teachers, community members, students and university professors in Chicago, Los Angeles and the San Francisco Bay Area who engage in collaborative community projects centered in creating relevant curriculum. In addition to his duties and responsibilities as a professor at UIC, he also serves as a volunteer social studies teacher at the Greater Lawndale/Little Village School for Social Justice.
The Editorial Team of JCT is proud to announce the release of its newest issue (Vol 32, No 3). Click here or the cover image below to access our most recent issue.
2018 Call for Proposals
39th Annual Bergamo Conference on Curriculum Theory and Classroom Practice
Bergamo Conference Center, Dayton, Ohio
November 1–3, 2018
What Is to be Done? On Curriculum Theory and a Critique of the Present
Submission Dates: June 25th to August 10th
Registration Dates: JUNE 25th to October 5th
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 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.