This book explores possibilities for students to have a much greater role in curriculum than mere receivers of it. In fact, we suggest what happens when students are the curriculum. We draw upon our scholarship (theory, practice, and praxis) over the years to show how educational experiences can be invigorated and embodied when students ask the what’s worthwhile questions, joining teachers as fellow curricularists, action researchers, and practical inquirers, to engage in creative insubordination that refines the theories within (and among) them through lifelong education. Such educational experience stems from listening carefully to students and creates meaning because it is of and by students, and therefore more genuinely for them. It is cultural experience writ large because it draws on curricula of educational experience from many spheres of life (outside of school and in school) to continuously reconstruct who and what they are. It draws on teacher and student lore and is improvisational, pedagogically pivoting, adapting, and emerging. It finds new spaces, crevices, and cracks wherein students continuously re-create themselves – the curriculum that they are becoming. This book includes previously published articles and book chapters by William H. Schubert and Brian D. Schultz. The authors include dialogic interludes between chapters to introduce, reflect on, and connect the chapters and their theorizing.

Chapter 1. Dialogic introduction
Chapter 2. Students as curriculum
Chapter 3. What is worthwhile: From knowing and needing to being and sharing?
Chapter 4. Excerpt from Spectacular things happen along the way: Lessons from an Urban Classroom
Chapter 5. Teacher education as theory development
Chapter 6. Navigating curricular controversies, teaching in the cracks, and threshold concepts
Chapter 7. Toward curricula that are of, by, and therefore for students; William H. Schubert and Ann L. Lopez-Schubert
Chapter 8. Curricular possibilities: Listening to, hearing, and learning from students
Chapter 9. Curriculum as cultural experience in student lives; William H. Schubert and Ann L. Schubert
Chapter 10. Of kids and Cokes: Learning from, with, and alongside children
Chapter 11. On the practical value of practical inquiry for teachers and students
Chapter 12. Teacher lore: A basis for understanding praxis
Chapter 13. Pedagogical pivoting, emergent curriculum, and knowledge production; Brian D. Schultz and Stephanie Pearson
Chapter 14. Teacher and student lore: Their ways of looking at it
Chapter 15. A shorty teaching teachers: Student insight and perspective on “keeping it real” in the classroom; Brian D. Schultz and Paris Banks
Chapter 16. Students as action researchers: Historical precedent and contradiction
Chapter 17. Teaching in the cracks: Student engagement through social action curriculum projects; Brian D. Schultz, Jennifer McSurley, and Milli Salguero
Chapter 18. Outside curriculum and public pedagogy
Chapter 19. Curriculum in the making: Theory, practice, and social action curriculum projects; Brian D. Schultz and Jon Baricovich
Chapter 20. The curriculum-curriculum: Experiences in teaching curriculum
Chapter 21. Perspectives on educational evaluation from curricular contexts