We believe that William Pinar’s new book Intellectual Advancement Through

in Curriculum Studies represents a histori-cally important step in conceptualizing and advancing the field of curriculum studies. Pinar makes the argument that there is a discipline to curriculum studies but no underlying disciplinary structure, and he uses the term curriculum “discipli-narity ” to make this subtle distinction. He introduces the distinction by first acknowl-edging contemporary curriculum scholars’ well-justified skepticism toward any form of disciplinary normalization and surveil-lance. He is particularly concerned that “complicated ” curriculum conversations (Pinar, Reynolds, Slattery, & Taubman