36th Annual Bergamo Conference on Curriculum Theory and Classroom Practice

Bergamo Conference Center, Dayton, Ohio
October 15–17, 2015

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.


THEME: Curriculum Theorizing in New Times

In addition to the categories listed above, submissions can take guidance from this year’s theme: Curriculum Theorizing in New Times. Contemporary education reform continues to transform public education and it could be suggested that, in fact, our moment represents a significant break with the history of our sense of education and its role in society. True or not, an opportunity to simultaneously reflect, critique, and collaborate across a variety of theoretical perspectives on contemporary curriculum theorizing seems appropriate. Given the legacies within curriculum theory for these pursuits and the possible critical examination of their intersections, this year’s conference offers an opportunity for scholarly work that examines and troubles the role of curriculum theory in an ever-shifting landscape and its material and ideological character. In addition, the field of curriculum theory has experienced tremendous loss in terms of scholars within the field and those influential from without. While we continue to grieve, especially for those with a direct connection to this conference, submissions can examine ways to honor the work of those we have lost while simultaneously considering the moment of our field as described above. Regardless of the reasons, either internal or external, it seems as though the field finds itself in transition and it would be productive to critically examine the influential work of those guiding voices.