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.
Questions should be emailed to conference (at) jctonline.org
The Leadership Group
For information about the leadership of the journal and the conference please visit our leadership group page.