ABSTRACT
The author explores what it might mean if the next moment in curriculum studies were to proceed in creative solidarity. To move toward such a future, he explores three premises that include power, discourse, and politics. Next, the author discusses the ways that the binaries between theory and practice and science and art are problematic and inhibit as yet unknown concepts and discourses within the field. After exploring an example of creative practices, he further outlines three challenges that curriculum workers need to address: the discursive, structural, and personal. Finally, the author attempts to articulate an emerging vision of creative solidarity adequate to current and future curriculum work. Exploring conflict and functionalist theories of solidarity in search of a political concept that might yield a language of imagination—the author emphasizes processes of becoming that are contingent and work against normalcy and coherence. This is dissatisfied solidarity or solidarity without guarantees.
