Lived Experience, Nonviolence, and Curriculum Studies

This book series invites manuscripts that center on curriculum scholarship, research, and work that infuses the stream of lived experience and flows through the fixation upon standardization and the political polarization in today’s world, thereby opening vibrant possibilities. Beyond instrumental planning and pursuit, curriculum as lived experience involves temporality, place and space, embodiment and aesthetics, personhood and relations, meditative attunement, cross-cultural translation, political praxis, diversity and equity, sustainability and creativity, and spirituality, among other dimensions. As a highly diversified, dynamic, and interdisciplinary field, curriculum studies is marked by the ongoing emergence of new, complex, and interwoven lines of inquiry. This series welcomes manuscripts that contribute to enhancing and enriching curriculum studies as a field through diverse viewpoints from school, college, or community-based curriculum as lived. 

While the scope of this series is broad to include all meaningful curriculum topics, it also particularly encourages theoretical and practical undertakings of nonviolence education. Forming nonviolent relationships with the self, the other, and the world through ethical engagement with difference in educational experience is a most important curriculum issue, as we face existential crises in multiple realms. This series intends to open an explorative space for this emerging line of inquiry, in its intersections with nonviolence and peace studies, social justice education, embodied pedagogy, holistic education, and other relevant areas. 

Professors, K-20 educators, graduate students, educational administrators, curriculum designers and coordinators, community-based practitioners and leaders, and independent researchers will find this series of interest.