Author Archives: Cynthia Sanders

Update: Bergamo Conference 2020

Dear Friends of the Bergamo Conference and JCT,

As you know, the Executive Board Members of the Foundation for Curriculum Theory and the Journal of Curriculum Theorizing (JCT) have been assessing the viability of holding the 2020 JCT Bergamo Conference on Curriculum Theory and Classroom Practice this October 2020. Health officials continue to stress the importance of social distancing practices, and that, coupled with the possibility that a second wave of the virus may occur in the Fall in tandem with the annual flu season, has led us to the unfortunate decision to cancel the JCT Bergamo Conference on Curriculum Theory and Classroom Practice for Fall 2020.

The possibility of another stay at home measure in Southwest Ohio in the Fall makes it tenuous at best that we would be able to hold our meeting. Cancellation later in the Summer or early Fall is not financially sound for JCT as we would then have incurred the costs for developing and deploying the submissions and registration portals and would have to sign a contract for the Bergamo Center space. We are also aware of the financial setbacks for many of you as your institutions and schools and community organizations make decisions about staffing and travel budgets in light of the pandemic. Should we experience a low turnout this year, it would be difficult to absorb the cost of the meeting, and it would not constitute good stewardship of the organization’s financial base.

However, we ask our longtime and new potential participants to engage in a year-long renewal of our shared commitment to the curriculum field by contributing to the Journal of Curriculum Theorizing with your talent and time. First, we want to review more manuscripts from you.  Let’s all commit to writing a piece for JCT to review this year. Send us something to read, ponder, work on, and share if at all possible.  Second, the journal is in need of enthusiastic and committed manuscript reviewers. Please join us in becoming a part of the team that continues making our journal cutting edge and a “must read”  in the field. Those who wish to volunteer to be reviewers can do so by logging in to their account (or by creating a new one!) on the JCT Journal page (, clicking on “My Profile” on the right hand side of the page, selecting the “Reviewer” box under the “Roles” heading, filling out the “reviewing interests” box, and clicking “save” at the bottom of the page.

Finally, let’s plan to have a tremendous 41st meeting with some great speakers and a record crowd of 200 at our next conference on October 7-9, 2021!  Please join us on the journey to 2021.  Many thanks for your understanding and for your commitment to the work at hand.

Many best regards, and with regret,

JCT Executive Leadership Team

Tom Poetter, President, Foundation for Curriculum Theory and Editor, JCT

Denise Baszile, Foundation Vice President/Treasurer and Associate Editor

Brian Schultz, Foundation Secretary and Associate Editor

Kelly Waldrop, Managing Editor, JCT

Cindy Sanders, Conference Program Chair

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

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.