"Henderson and Kesson have constructed a volume that could do much to move curriculum leadership from its current autocratic ethos into a more enlightened, democratic outlook. The book is rich in diverse sources that can inform democratic leadership. It deserves to be read carefully with the intention of acting on the ideas set forth."

–William H. Schubert, University of Illinois at Chicago

This volume integrates critical curriculum theory with best practice–extending John Dewey’s and Maxine Greene’s progressive educational philosophy into the domain of curriculum theory and practice. The authors select four significant theoretical topics, and then apply this knowledge to the work of practitioners. The practice of these educators is examined closely to determine how they engage in reflective practice, collaborative decision-making, and curriculum construction informed by diverse curriculum studies. Prominent scholars discuss curriculum deliberation (Gail McCutcheon), reflexive systems (Noel Gough), cultural criticism (Joe Kincheloe), and educational mythopoetics (Kathleen Kesson). To clarify theoretical points and link these topics to practice, the text includes a variety of personal anecdotes, illustrations, and personal reflections, including those of a public school teacher and curriculum leader, Kerrin McCadden.

James G. Henderson is Professor of Curriculum and Instruction at Kent State University. Kathleen R. Kesson is Director of Teacher Education at Goddard College and Research Associate Professor at the University of Vermont.