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

We invite teachers, students, scholars, theorists, administrators, and cultural workers to join us in this endeavor at the 2015 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

Conference 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.