Foundering on the Shores of Curriculum: The Risks and Rewards of

This issue of the journal offers a set of broadly interdisciplinary approaches to thinking about curriculum and educational experience. While the nature of the journal often elicits this range of work, the interdisciplinarity of this issue is particularly striking, moving as it does between history education and psychoanalysis, practices of ecology and art-making, and discourses on sport and the body. Taken as a whole, this issue asks us as curriculum scholars to consider both the significance of each of these methods and frameworks for thinking about curriculum and also the importance of our commitment to interdisciplinarity as a defining feature of curriculum theorizing. Indeed, our orientation toward curriculum not primarily as a set of object or texts but as the course of study or movement between them, might be described as an inherently interdisciplinary method. As Barthes “argued many years ago, truly interdisciplinary work changes the object, it changes the point of departure so that instead o