Reconceptualizing Curriculum Development

<p><em>Reconceptualizing Curriculum Development</em> provides accessible clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum—curriculum as deliberative artistry curriculum as complicated conversation and curriculum as <i>currere</i>—with John Dewey’s lifetime work on reflective inquiry. At its heart the book advances <i>a way of studying </i>as <i>a way of living </i>with reference to the question: How might I live as a democratic educator? </p><p>The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered multi-voiced narrative collage of four experienced teachers’ personal journeys of understanding in a collegial study context. Applying William Pinar’s argument that a conceptual montage enabling teachers to lead complicated conversations should be the focus for curriculum development in the field’s current ‘post-reconceptualist’ moment the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy reflecting the interest of curriculum scholars in a wide range of countries in this study-based lead-learning approach to curriculum development.</p>