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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.
Keynote History
2023
Brian Casemore: On the Raveling of Deep Aspect: Curriculum as Subjective Place Curriculum
Shauna Knox: Spaces of Possibility: Critical Geography and Curriculum Inquiry
2022
Brian Schultz: Selling School Safety: Surveillance, Profit, and a Not-So Hidden Curriculum
Hongyu Wang: Freedom, Interconnectedness, and Curriculum Attunement: A Cross-Cultural Perspective
2021
Vonzell Agosto—CaRTography as Curriculum: Leaning into the Abyss
Rob Helfenbein—Spaces of Possibility: Critical Geography and Curriculum Inquiry
2019
Rubén A. Gaztambide-Fernández—Toward a Framework for Cultural Production in Education
Theodorea Regina Berry—Joy, Pain, and Hope in Curriculum Theory: A Critical Race Feminist Lyrical Message
Janet Miller —Entangling Relationalities and Differing Differences: Forty Years of Bergamo and JCT Curriculum Theorizings and Practices
2018
Nina Asher—Beyond Dualisms: Interdependence and Possibilities in Education
Nichole Guillory—A Love Letter to Black Women
David Stovall —Because They Have Come for Us, What Are We Prepared to Do? Into the Struggle for Curriculum Studies and Educational Foundations
2017
Lance T. McCready—Educational Trajectories of Black Queer Youth: From Classrooms to Ballrooms and Beyond
Jerry Rosiek—White Supremacy as an Agential Being: Curriculum Studies at the Intersection of Racial Realism and Agential Realism
Erica R. Meiners —Our Problem Child: Provocations on Dismantling the Carceral State
2016
Thomas Popkewitz—Union Organizing within the Neo-liberal State: Power, Solidarity and Imagination The Promise of Practical Knowledge and the Lorelei’s Whisper: Notes from Curriculum & Science Studies about Change that Conserves and Excludes
Petra Munro Hendry—A Rogue Curriculum: Trans-Atlantic, Creole Pedagogies and Historical Imagination
Bettina L. Love —Imagining Mattering: Hip Hop Civics Ed, Intersectionality, & Black Joy
2015
Barbara Madeloni—Union Organizing within the Neo-liberal State: Power, Solidarity and Imagination
Patrick Slattery—Toward Proleptic Experience in Arts-Based Educational Research and Practice
jan jagodzinski —The Arts at the End of the World: The Challenge of Non-representational Thought for Education — Between the Nonhuman and Inhuman
2014
Alan Block—On the Asking of Questions
Janet Miller, Jim Henderson, and Molly Quinn—Expanding Possibilities: Honoring Maxine Greene’s Influences on Curriculum Theorizing
Denise Taliaferro Baszile —In Pursuit of the Revolutionary-Not-Yet: Curriculum Studies as Creative Criticality as Radical Praxis
2013
Greg Dimitriadis—Framing Hip Hop: New Methodologies for New Times
Elizabeth St. Pierre—Post Qualitative Research
M. Francyne Huckaby—Voice, Activism, and Uprising
2011
Handel Wright—Presentist Praxis and the Cultural Studies of Education Formation
Bernadette Baker—Curriculum Studies and the 21st Century: Post-Empirical Research and the Theorization of the Invisible
William Doll—Our Mistake is in our Thinking
2010
Therese Quinn—“Every Tool is a Weapon”: Privatization, Queered Pedagogies and Public Arts Education
Sandy Grande—Education and Disaster Capitalism: Colonization the Re-Mix
Madeleine Grumet—“Gotcha” Curriculum Theory: The Penalties of Abstention
2009
William Watkins—Education and Curriculum in the New Social Order: Turning to Political Economy
Janet Miller—Nostalgia for the Future: Imagining Histories of JCT and Bergamo
Deborah Britzman—Making the Best of a Bad Job: Transference in Education and Psychoanalysis
2008
Patti Lather—Research as Praxis 2.0
Cameron McCarthy—Reading Against the Grain: Interrogating the Concepts of Tradition and Class in the Scholarship of British Cultural Studies
Kevin Kumashiro—The Seduction of Common Sense: How the Right has Framed the Debate on America’s Schools