Author Archives: Cynthia Sanders

JCT Special Issue on Teacher Education

Call for Abstracts for a special issue of the JCT.

The Dreamwork of Transformation in Teacher Education.

2020 Bergamo Conference Call for Proposals

We are excited to share this year’s call for proposals for the JCT Conference on Curriculum Theory and Classroom Practice. October 8-10th at the Bergamo Conference Center in Dayton, Ohio

Curriculum as Luminous

New Issue JCT: Monsters

In concert with special issue editors Morna McDermott McNulty and Chris Osmond, I am pleased to announce the publication of the final 2019 issue of JCT, which is entitled “Curriculum of the Monstrous.” The work on this special issue began with a 2018 Bergamo panel on the curricular richness to be found in all things monster, which was organized by Morna and by which I became fascinated or maybe bewitched is a better term. Morna and I began at that conference to discuss the possibility of turning the work into a special issue and were pleased to win Tom Poetter’s approval and Chris Osmond’s agreement to come on board as Morna’s co-editor. The issue focuses on the question of what it means to be a monster and, as a result, what monsters have to teach us about what it means to be human. In the issue, you can find discussions of the wealth of curricular thought that can be derived from examining works of popular culture, from the present and extending back to the origins of the Western Gothic (see separate essays by Janiki, O’Hara, Waldrop, Kelley, and Helfenbein), conceptions of how we may use the monstrous to forge new ground in our understanding of currere (see essays by McDermott McNulty and Huddleston), and unique explorations of what it means to learn and to teach (see essays by Osmond and Huddleston). We had a lot of fun putting this issue together, and I think that enthusiasm comes through in the writing, making the issue an engaging entry into the literature of modern curriculum thought. I hope that its readers may find it to be useful in helping them to consider all of the things we may learn from that which goes bump in the night.

-Respectfully submitted, Kelly Waldrop, Managing Editor JCT

Bergamo 2019 Printable Program


Dear Friends, 
We are looking forward to seeing you in Dayton at the 40th annual Bergamo Conference on Curriculum Theory and Classroom Practice.  The stage is set for a robust conference, with a great number of registrants and papers/presentations all set to go.  Take a look at the printable conference program for your easy viewing.  Of course the program is also available online 2019 Bergamo Online Program  Please join us Thursday morning October 10 at 11:30am for our opening session featuring a screening of the documentary “Free to Ride,” and a conversation about the curricular implications of the documentary and its subject with a panel led by Isabel Nunez and featuring commentary by Denise Baszile and Rob Helfenbein.  Also, our keynote speakers join us Thursday, Friday and Saturday evenings at 7:30pm with Ruben Gaztambide-Fernandez speaking Thursday, Thea Berry on Friday, and Janet Miller on Saturday.  Check the program for details about the keynote addresses.  Many thanks to everyone who has helped with planning the conference and program, especially Scott Jarvie and Alecia Beymer, who have been organizing the graduate student council activities and functions for next week.

See you at Bergamo!
Tom Poetter, Editor, JCT and President, Foundation for Curriculum Theory

Cindy Sanders, Conference and Program Organizer

Accepting Submissions for the JCT Graduate Student Paper Award

This award will be presented to one graduate student in recognition of an outstanding paper presented at the 2019 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 The Transformational Power of Curriculum Studies 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 2019 Bergamo Conference on Curriculum Theory and Classroom Practice. The completed paper must be submitted by 5 p.m. EST on Friday, September 27, 2019 via email to Isabel Nuñez at:

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.