Reconceptualizing Curriculum Development provides accessible clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculumâcurriculum as deliberative artistry curriculum as complicated conversation and curriculum as currereâwith John Deweyâs lifetime work on reflective inquiry. At its heart the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered multi-voiced narrative collage of four experienced teachersâ personal journeys of understanding in a collegial study context. Applying William Pinarâs argument that a conceptual montage enabling teachers to lead complicated conversations should be the focus for curriculum development in the fieldâs current âpost-reconceptualistâ moment the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy reflecting the interest of curriculum scholars in a wide range of countries in this study-based lead-learning approach to curriculum development. . Language: English