Hermeneutic Portraits: Caroline Zachry‪.‬

Introduction For this issue of the Journal of Curriculum Theorizing we return to an installment of "Hermeneutic Portraits," a series of biographical, autobiographical, and documentary narratives that explore historical and contemporary curriculum theory and practice. While replaced by "Biblio-Revenance," I have resurrected this column in order to present Caroline Zachry, an unjustly overlooked progressive educator from the 1930s whose work I thought would interest those readers involved with depth psychology. Please know that "Biblio-Revenance," the "act of returning to a book," will reappear in future Journal of Curriculum Theorizing issues and will feature works by Hilda Taba, Joseph Schwab, and Charles Silberman.