ABSTRACT

“The lived curriculum” … “the other curriculum” … These words inscribed in the title of this article speak to the way I have already been claimed by curricular landscapes of practicing teachers and their students. So claimed, I ask that I be allowed to dwell near, if not in the midst of, these landscapes, so that I may, by listening more thoughtfully to sayings of teachers and students, become more alert to the archi-texture of curricular landscapes within which activities like curriculum supervision, curriculum development, curriculum implementation, and curriculum evaluation are said to take place.