ABSTRACT
In a time of broad cultural and political acceptance of utilitarian goals of education, curriculum transformation cannot come about from superfi cial and piecemeal changes. To the contrary, it will take shared visions, coherent practices, and commitment to profoundly change the cultures of classrooms and schools. Challenges to the dominant “standardized management paradigm” (Henderson & Gornik, 2007) need to be initiated by educators, families, and communities who understand what is at stake, both educationally and politically, and are ready to engage in serious discourse about revisioning curriculum. In addition to participation in platforms for inquiry, dialogue, and refl ection, educators have to be willing to create and enact transformative curriculum in classrooms and schools and work for institutional infrastructures of appropriate resources and support.
