ABSTRACT
In pursuing curriculum in abundance, it is vital to inquiry to choose a topic of inquiry that is rich and generous and abundant enough to embrace all of those who venture into it. Rather than breaking up a topic/topography into developmentally appropriate “bits,” inquiry leaves the topic/topography intact and finds ways that we can all venture into it with our differences. By beginning with this image of rich, living topographies as the places where we come across our students in an inquiry, many of the commonplaces of educational discourse take on a new and invigorating emphasis.
