Conceptualizing the Curriculum Towards A Renaissance for Theory
The field of curriculum is awash with theorizing on the concept of ‘curriculum’ and ‘curriculum theory’. A meta understanding by scholars provides a generalized view through which curricula is conceptualized. The effect is singular in approach: implying the fundamental view on education in the wake of rapid emerging trends such as globalization. This paper addresses the conceptualization of curriculum in view of enhancing a renaissance towards curriculum thoughts among the supra system of practice. It hinges on the perspectives of curriculum theory and the trends in the dimensions of future educational experiences as translate theory into practice. It concludes that curriculum theory should reinvent itself to offer solutions of myriad educational problems and then assert a dominant field living obsequiously as other disciplines in social sciences.