ABSTRACT
In this chapter, the author focuses on the relationship between curriculum and pedagogy, and more specifically Bill Pinar's important programmatic essay "The Problem with Curriculum and Pedagogy". It suggests that the position Pinar enunciates that there presents a problem in itself in terms of author's efforts towards forging a closer, more organic relationship between curriculum inquiry and teacher education but also in opening up curriculum inquiry itself. The chapter concedes that things may be changing for the new generation(s) of 'post-Reconceptualist' curriculum scholars, in some parts of the world at least. It seeks to explore the notion that working with doctoral students is a distinctive form of teaching, and moreover, "the most advanced level of teaching in our education system". The chapter argues that positing study as central to curriculum—as "the complement of curriculum"—and counterposing it to pedagogy, properly understood, is problematical.
