Bergamo Conference Center, Dayton, Ohio
November 1–3, 2018
We invite teachers, students, scholars, theorists, administrators, and cultural workers to join us in this endeavor at the 2018 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 sixth 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: What Is to be Done? On Curriculum Theory and a Critique of the Present
In addition to the categories listed above, submissions can take guidance from this year’s theme: What Is to be Done? On Curriculum Theory and a Critique of the Present. By focusing on the work of curriculum theorizing as a situated critique of the present, the theme of the 2018 Bergamo Conference on Curriculum Theory and Classroom Practice invites scholars to specifically turn to questions of our present moment as well as to be attentive to putting theory to work.
This year’s call seeks proposals that take up a presentist critique focusing on the question of: What is to be done? We encourage work that takes up concerns of place, the self, the material, and the theoretical through a reflective and relational approach. Submitters are encouraged to simultaneously consider the past, present, and future in relation to each other or the aforementioned concerns. Participants should see this year’s theme as an opportunity to identify, critique, and, perhaps, reject barriers to new ways of knowing, being, and doing in curriculum scholarship. Lastly, submissions can consider what has been left out of the critique of the present thus far and expand the imaginary of what curriculum could be, become, and do.