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Conference and Program Committee:
Conference Committee Chair:
Todd Alan Price,
National Louis University
2018 Conference Site:
St. John's University
CALL FOR PROPOSALS
… the academy is a speed dating service
where there is no romance, no seduction,
just reduction and a stupefying trance
we need textual intercourse full of pleasure,
instead of this coitus interruptus that leaves us
desiccated, depleted, dry like a dean’s dirge
about branding, and random, never randy,
encounters with potential wealthy benefactors
we need to claim more, declaim more
exclaim more, proclaim more
we need to reclaim
the bold voices of poetry
our poetry needs to startle
our poetry needs to howl
…. who wants cosmetic curriculum
when the cosmos calls, a cacophony
chaos is not wild & random, instead
inimitably orderly & complex
cosmos & chaos dance
an Argentinian tango
moment by moment in the momentous
composing of living wholeness
like a poem is never closed & controlled
curriculum is emergent & startling
we are not sentenced to linear expression
sitting meekly at desks in tight uniforms
curriculum attends to the spaces between
letters & words & lines where poetry grows
with spell-binding delight in wild possibilities
leaning into love with tantalizing hope for the other
Selections from Carl Leggo
What knowledge is of most worth? Our heritage in curriculum studies happily forwards for us a host of critical and enduring questions to entertain—in this classic address[*], those of knowledge and of worth. We need also to ask questions such as: Whose knowledge? For whom? By whom? And to what end? Who is curriculum? How is curriculum? What? What for? Why, where and when? Indeed, we cannot ignore such questions in the struggle for epistemological diversity, against dominant Western Eurocentric traditions that (re)produce curriculum epistemicide; in the struggle for embodied, expressive ways of being and becoming beyond the epistemic as well—that push and challenge the very regulatory, legitimizing, officiating, boundaries of epistemological privilege itself. As ‘post’ and de-colonial intellectuals alert us, ‘we live an era of tough questions and weak answers’. Entertaining such, freeing thought—in the least ought, we hope—provoke pleasure and passion; even too, proclamation, protest and poetry, within and beyond the canonical platform, in and from the place in which and among the people with whom we live. The aesthetics of place, the poetics of the people, lived, felt and expressed.
[*] This question of Herbert Spencer in 1859 has become a central one for curriculum thinkers.
And yet—amid much that compels interruptus, decay and dessication; reduction, tightness and linearity; closure, control, and careerism in academia, education and society; and the vulgarization and trivialization of language, truth and its articulation as well——we may relinquish the bold, howling startling voices; the peopled cacophonies and delightful dances that call; the spaces between where poetry—and protest and wild possibility—grows. We may forget, too, to ask or live in the question of love, to “lean into love with tantalizing hope for the other”, for ourselves, for us all and everyone. We must remind ourselves, then, of more; inspire ourselves to claim, proclaim, exclaim, reclaim, and indeed oft in protest, the passion and art of the possible, of our work in the world, in curriculum studies (and of the traditions of such that have informed it)… with, for and by the people.
Such work calls out and counters that which silences the epistemicide that is the eugenic cleansing of particular forms of expression within and beyond the Western Eurocentric platform, making them ‘non-existent’. Such work challenges, too, epistemological superiority—embracing poetics and passions, spirit, heart, body, being. Our field has an impressive record in the struggle for social relevance, expressed in/through a variety of ways/traditions. Let us continue, and move such struggle further toward greater justice (social, cognitive, and epistemological; aesthetic, existential, ontological and axiological…). This year, we particularly invite proposals, presentations, performances, aimed at such provocations and pleasures—while we welcome all current curriculum scholarship, and its articulation as well in diverse and sundry ways meant to stimulate and startle, and stretch the boundaries of how we conceptualize and share our work.
With the legacies and lights of New York City—e.g., from ‘hood’ to ‘high line’, protest march to occupy movement, arts presence to public space, street smarts to poetry slams to peace talks—and of our colleagues there, sure to inspire us herein; we seek to continue our explorations of the ways in which curriculum matters, and particularly as matters of race, place, belonging and epistemology (AAACS, 2017). We also wish to sustain and further those complex conversations which challenge us to imagine new possibilities for curriculum theorizing herein (Bergamo, 2017), and its ways of knowing, doing and being—embracing and contesting our present, past and future as we dream, express and become something new and otherwise. In critically working to deepen our understandings, too, of the historical, political, personal, aesthetic, spiritual, social, and cultural contexts in which we work, we hope to do so in ways that build community, foster collective scholarship and social action (C&P, 2017), and inspire new dreams and possibilities for public education and the education of the public, presently endangered, as we participate in the struggle for justice (AERA, 2018) with hope and with heart. Boldly, Bodily, Wildly, Wonderfully.
Proposals are being accepted through
AAACS 2018 Proposal Guide
For questions/inquiry regarding the conference and/or call for proposals, please email conference and program committee email at:
Your proposal automatically registers you as a member of AAACS. With membership in AAACS comes membership in IAACS (The International Association for the Advancement of Curriculum Studies).
**Please note that, given the membership’s election to cut the conference by a day, no more than two proposal submissions/presentations per person and one for committees and task forces will be considered.
Once proposals have been reviewed and notifications given, more details will follow concerning the 2018 AAACS Conference, including program, registration and fees.
As of 2017, AAACS is a non-profit organization and we are able to collect tax-deductible membership and/or registration fees. The registration payment link is posted on the AAACS website: http://www.aaacs.org/conferences.html. Please pay the registration prior to attending the conference.
The American Association for the Advancement of Curriculum Studies (AAACS) - the American affiliate of the International Association for the Advancement of Curriculum Studies (IAACS)- was established to support a "worldwide" - but not "uniform" - field of curriculum studies. Our hope, in establishing this organization, is to provide organizational support for a rigorous and scholarly conversation within and across national and regional borders regarding the content, context, and process of education, the organizational and intellectual center of which is the curriculum.
Please note that PayPal is also open/accessible through the website for making donations to the organization at any time.
Thank you. We look forward to seeing you this spring in New York City.
From ‘Hood’ to ‘High Line’:
Of Poetry*, Protest, and the People
in Curriculum Studies
[*] The use of poetry herein is meant to reference 'poetics' and the poetic broadly, embracing all the arts and the varied forms and expressions of aesthetic knowing, being, and becoming in the world.
November 1, 2017 (closed)
Cut-Off for Submissions (Extended):
December 3, 2017 (closed)
Wednesday, April 11 -
Friday, April 13
St. John's University,
New York City, NY