1st Edition

Curriculum Histories in Place, in Person, in Practice The Louisiana State University Curriculum Theory Project

    This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence.

    Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web of international relationships. This exploration and coming together of intergenerational stories reveals a more complete and nuanced narrative of the development of curriculum theory over the last 60 years. Crucially, the project exemplifies the continuing resilience of curriculum theory despite ongoing neo-liberal aspirations to reframe education as a business. Reflecting upon the lived experiences and articulated memories of those who have participated in the project and analysis of documents collected over its 25-year history, it considers curriculum history(ies) writ large through and from this lens of practice. As such, it opens up fresh insights for cultivating the vitality and vigor of curriculum theory more broadly on an international scale and with a view to future directions for the field.

    It will appeal to both new and experienced scholars working across education foundations, urban education, philosophy of education, and higher education, and researchers from across history, sociology, anthropology, ethnic studies, and gender studies.

    Prologue Introduction Section 1: The Practice of Living Curriculum Theory (1991-1997) 1. Antecedents of the Curriculum Theory Project at LSU in the 1980s 2. Collecting Curriculum Memory: Transitioning Through Alchemical Spaces 3. Troubling Curriculum: Living the Margins of Curriculum and Instruction Section 2: The Practice of Prophetic Hope (1997-2001) 4. Toward a BlackFeminist Aesthetic in Curriculum Theorizing: Pieces of a Collage 5. Redeeming the Time: Artful Storytelling and Artful Listening 6. Transcendent Integration in the Everyday Practice of Curriculum Section 3: The Practice of Place (2001-2005) 7. Verdure 8. Queerly Fundamental Then and Now: Curriculum as Practice of Southern Place, 2001-2021 9. A Place Called Trouble 10. Placing the Significance of Life Writing as a Curriculum Theory Project Section 4: The Practice of Resilience (2005-2012) 11. Making "Homeplace" in Academia 12. Astral Existence of CTP: A Mythical History of Curriculum Demigods 13. Lingerings Section 5: The Practice of Engaging Doubt (2012-2015) 14. Philo-sophy: On Loving and Being Loved Through Wisdom and Knowledge via Dr. Egéa and CTP 15. Autobiographical Sketches From My Queer Life in Curriculum Theory 16. Curriculum Theory Within and Without: Rhizomatic Memories of a Hybrid Identity 17. Toward a Creole Curriculum Section 6: The Practice of Being and Becoming (2015-2019) 18. Where Concept and Life Meet 19. Dear Friends of Minds: Letters on Being and Becoming Section 7: The Practice of Practice (2019-Present) 20. Building a Virtual Community in the Age of COVID-19 21. Continuity and Transformation In and Through the Interstices 22. Hope, Love, and Curriculum Epilogue Appendices


    Petra Hendry is Professor Emerita, Louisiana State University, USA.

    Molly Quinn is St. Bernard Chapter of the LSU Alumni Association Endowed Professor and Director of the Curriculum Theory Project at Louisiana State University, USA.

    Roland Mitchell is E.B. "Ted" Robert Endowed Professor and Jo Ellen Levy Yates Endowed Professor and Dean of the College of Human Sciences and Education at Louisiana State University, USA.

    Jacqueline Bach is Elena & Albert LeBlanc Professor of English Education and Curriculum Theory and Vice Provost for Academic Programs for Academic Services and Support Services at Louisiana State University, USA.