Speculative syllabus studies
From how‐to to what‐if
Bibliographic Data
| ID | 21747149 |
|---|---|
| Authors | Nicole Weinberg (0000-0001-9289-116X, Texas Christian University, corresponding author) |
| Year | 2026 |
| Volume | 23 |
| Issue | 2 |
| Pages | 491-516 |
| Publication date | 2026-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Curriculum and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1550-5170 • E-ISSN: 2156-8154 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15505170.2025.2536136 |
| OpenAlex | W4413046417 |
| Language | EN |
| References cited | 54 |
The purpose of this conceptual paper is to open up new theoretical directions for what might be possible in syllabus-writing, particularly for instructors committed to radical social change. Engaging with intersectional anti-colonial theories and radical imagination(s), the following research questions guide this analysis: (1) Through what approach(es) do contemporary critical scholars study the syllabus? (2) How might the syllabus be approached differently through intentional engagement with radical imagination(s)? Through a review of the literature, I answer the first question by suggesting the current approaches to studying syllabi are often reactionary, prescriptive, and incremental. Then, I re-orient the foundational conceptualization of syllabi by considering them as both curriculum and narrative that shape educational environments. I conclude with an invitation for scholars to engage with speculative syllabus studies, a theoretical shift in writing and discussing syllabi which seeks to envision the syllabus of a more-just future world
Mathematics education · Pedagogy · Sociology · Syllabus · Computer Science · Critical Race Theory in Education · Psychology · Race, History, and American Society · Social and Cultural Dynamics
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| Citation velocity | historical |
|---|---|
| Highly cited | No |