Reflecting the current turn in curriculum work that underscores the relationship between theory and practice, this volume brings together the voices of curriculum theorists working within academic setting and practitioners working in schools and other educational settings. The book traces their collaborative work, challenging the assumption that practitioners should be only consumers of the theory produced by academics. Thus, this collection engages readers in the complicated conversation about the relationship between theory and practice, between theoreticians and practitioners. Although every author is, to some degree, a practitioner as well as a theorist, their collaboration emerges from the particular positions and identification that each assumes in the practice of their craft. From working with homeless youth to deepening one's personal commitment to antiracist pedagogy in schools, each author's experience implodes the false binary of the theory/practice dichotomy, illuminating a different dimension of the challenges therein.

Contributions by: Jason Adams, Michael W. Apple, Joanne M. Arhar, Nina Asher, Rosie Gornik Brickman, Barbara Brodhagen, Anne R. Clark, Toby Daspit, Kevin Dodd, Marilyn Doerr, Susan Finley, Rubén A. Gaztambide-Fernández, Michelle Haj-Broussard, James Henderson, Mina Kim, Soo Ryeon Lee, J Dan Marshall, Morna McDermott, Rebecca McElfresh, William F. Pinar, Michelle D. Thomas