Where Innovative Curriculum Scholarship is Cultivated

2016 Call for Proposals

2016 Call for Proposals

37th Annual Bergamo Conference on Curriculum Theory and Classroom Practice

Bergamo Conference Center, Dayton, Ohio
October 13–15, 2016

Conference Theme: Curriculum Theory as It Stands

Submit Proposals at: http://convention2.allacademic.com/one/fct/fct16/

Submission Dates: July 1st to August 21st

Please Click Here for Registration and to Reserve Meals and Rooms

Early Bird Registration by: September 1st

 

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 2016 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 fourth 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: Curriculum Theory as It Stands.  While previous calls for this conference have dealt with the field temporally, considering its past and future, this call provokes us to consider the present moment of Curriculum Theorizing. Although not intending to be a “state of the field” discussion, proposals should instead posit the field’s present moment in relation to other discussions occurring in the wider context of educational research and other fields of contemporary study. Furthermore, proposals can consider “things as they stand” from both the ontological and the epistemological, considering both what is theorized and who is doing the theorizing. Obviously, the Bergamo conference itself is open to analysis and critique in terms of its bearing as one of the present places such theorizing occurs.

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