Journal of the American Association for the Advancement of Curriculum Studies (JAAACS) <p>The&nbsp;<em><strong>Journal of the American Association for the Advancement of Curriculum Studies</strong>&nbsp;<strong>(JAAACS)</strong></em>&nbsp;is the official publication of the American Association for the Advancement of Curriculum Studies (AAACS), the U.S. affiliate of the International Association for the Advancement of Curriculum Studies (IAACS).&nbsp;In collaboration with other local IAACS affiliates, AAACS seeks to provide support for scholarly conversations 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.<br><br>The aim of this journal is to publish critical essays that theoretically and historically contextualize new and existing scholarship, interweaving past and present ideas and perspectives in the field, and exploring their relations to culture and society. As a national affiliate of an international organization, we view this aim as two-fold:</p> <ul> <li class="show">We seek to interrogate and expand the traditional boundaries of the North American curriculum studies field through the ongoing consideration and inclusion of recent and historical work that can be seen to serve the greater purposes of our field.</li> <li class="show">We seek to explore international literatures that promise to inform and enrich our work within the North American field and to lead to deeper conversations and collaborations with our international colleagues.</li> </ul> <p>Information on the current editoral team can be&nbsp;found <a href="/index.php/jaaacs/about/editorialTeam">here.</a><br>For more information about AAACS, please visit:&nbsp;<a href=""><br></a>For more information about IAACS, please visit:&nbsp;<a href=""></a></p> <p>&nbsp;</p> <p>&nbsp;</p> The American Association for the Advancement of Curriculum Studies en-US Journal of the American Association for the Advancement of Curriculum Studies (JAAACS) Authors retain all rights to their work. Each Other's Harvest Patrick Roberts Copyright (c) 2020-07-28 2020-07-28 14 1 10.14288/jaaacs.v14i1.193518 Currere at the Cross-Roads: The Deeply Theological in the Age of Covid-19 <p>This paper is about the possibility of educating teachers to become more deeply theological. Here, the author draws upon literature in both theological studies and currculum studies. Moreover, the author draws upon on the ground experience as a trauma chaplain in a large hospital and experience as a university professor in a large university. There are many similarities between the work of the hospital chaplain and the work of the university professor. Although religious studies has been dealt with in the past in the field of curriculum studies, little or no work has been done on comparing chaplaincy to the work of teaching.&nbsp;</p> Marla Morris Copyright (c) 2020-07-28 2020-07-28 14 1 10.14288/jaaacs.v14i1.192025 "Arms Outstretched in Love Toward the Further Shore": A Conversation <p>This speculative essay takes the form of a series of email exchanges between Ted Newell, Associate Professor of Education at Crandall University in New Brunswick, Canada, and David Jardine, Professor Emeritus of Education at the University of Calgary in Alberta, Canada. Together, Newell and Jardine explore questions and perspectives on what it means to teach, to learn, and to dwell in human relation.&nbsp;</p> Ted Newell David Jardine Copyright (c) 2020-07-30 2020-07-30 14 1 10.14288/jaaacs.v14i1.193556 As the Virtual Dust Settles looking Back at and Beyond AAACS 2020 <p>As executive board committee members of AAACS, we look back on the first of its kind AAACS 2020 live videoconference that we helped conceptualize and coordinate and also look forward with regard to the experience of conferencing, teaching, and learning in the high tech, online age.</p> Hannah Spector Todd Price Copyright (c) 0 2020-08-11 2020-08-11 14 1 An Ongoing Invitation: Speculative Fiction, Curriculum Studies, and Crisis Peter Appelbaum Copyright (c) 2020-07-28 2020-07-28 14 1 10.14288/jaaacs.v14i1.193519 Worlds in the Making: World Building, Hope, and Collaborative Uncertainty <p>With the speed of change exacerbated by technological innovation, shifting political and economic structures as a result of globalization, and the currently unchecked climate crises, discourses and practices surrounding how we conceptualize the future must change. This is also true for how curriculum is designed to address the future, and inform what young people learn in school about, and in preparation for, an increasingly uncertain future. Problematizing the neoliberal approach many curricular orientations have to the future through the emphasis on individual progress, control, and skills geared towards 21st century work, in this paper I frame science fiction and speculative storytelling modes as an important intervention in this area. Drawing from a collaborative world building project in a secondary English classroom in which students used world building to imagine the future together, I explore the important way speculative storytelling can frame new ways of teaching about, and towards, uncertain futures.</p> Brittany Tomin Copyright (c) 2020-07-28 2020-07-28 14 1 10.14288/jaaacs.v14i1.192633 Inscape William F. Pinar Copyright (c) 2020-07-28 2020-07-28 14 1 10.14288/jaaacs.v14i1.193517 Curriculum Scholars' Reflections on the Curriculum Field <p>At the AERA annual meeting in New York City Schubert, Posner, and Lopez Schubert (1982) presented a paper called “Professional Preferences of Curriculum Scholars: A Genealogical Study” in which they shared the results of questionnaire-based research into the authors and literature that the then-current generation of curriculum scholars considered most influential to their work and the field in general. In 2018, we distributed an updated survey to current curriculum studies scholars. This article presents the results from our current study and compares those results to the findings of the 1982 study. Through this work, we hope to answer the following questions: Which thinkers are most influential to contemporary curriculum studies scholars? What literature is most influential to contemporary curriculum studies scholars and to the field of curriculum studies? What do contemporary curriculum studies scholars identify as the most pressing challenges to the field? What are contemporary curriculum studies scholars’ desires and wishes for the field? How are the stated influences and desires of curriculum studies scholars similar to and different from those collected in the early 1980s?</p> Kelly P Vaughan Isabel Nuñez Copyright (c) 2020-07-28 2020-07-28 14 1