Rage in the Interests of Black Self: Curriculum Theorizing As Dangerous Knowledge‪.‬

Introduction I first presented a version of this article at the Bergamo Conference in October of 2000. I shared a session with a scholar whose paper addressed some of the controversial public issues that led to the now infamous Bergamo split. The juxtaposition of our papers inspired an intriguing conversation about the relevance of our work to the rethinking and reformation of educational practice. Certainly not a new issue, the question of relationship between curriculum theorizing and the everyday practices of schools and classrooms, as I have gathered over the years, is a recurring and highly debatable issue. While some defend theorizing as a liberatory practice in and of itself, others lament its "apparent" disconnect from the desperate need for actual change in our schools.