ABSTRACT
To apprehend their dynamic roles as curriculum workers, educators must abandon the conviction that curriculum is an object-explicit, proscribed, and given. Regrettably, this way of characterizing curriculum can lead teachers to think of themselves as technicians whose realm only includes lesson plans, curriculum guides, outcomes, and tests but excludes their own artistry and their students’ curiosity from curriculum development and enactment. As well, when educators focus on discrete parts of curriculum and do not see the big picture, they may view themselves as employees controlled by educational systems and not as empowered professionals. Or, they may continue to skate on the surface by not seeing the complex sociocultural, political, and ethical layers of meaning in curriculum and pedagogy. Even educators engaged in major curricular reform oft entimes may not deeply understand the signifi - cance of their eff orts if they work to change structures but do not consider ultimate aims for students and society.
