Drawing upon curriculum studies and utilizing curricular concepts, this book provides a framework for teachers interested in imagining, enacting, and reflecting upon their daily practices in ways that defy the standardization and bureaucratic management of curriculum and instruction, and responds to the needs and interests of their local contexts. Although the specific experiences of teachers can vary significantly based on factors such as location, district policies, and community dynamics, the current socio-political landscape surrounding educational institutions from pre-K through higher education de-professionalizes educators. Instead of providing an ideological critique of this state of affairs, this book provides practitioners with a pragmatic framework that empowers them to critically and creatively engage curriculum in ways that are meaningful within their particular contexts.

Daniel J Castner is an Assistant Professor of Early Childhood Education and Curriculum Studies at Indiana University Bloomington. His scholarship explores democratic education and anti-authoritarian practices through eclectic curriculum theorizing. He conducts research to describe how curriculum leadership operates in early childhood settings and examines how dedicated teachers with strong personal and professional commitments experience and negotiate the challenges inherent to working in imperfect institutions. Daniel received the 2024 Early Career Research Award from the American Educational Research Association, Early Education & Child Development SIG.