Drawing from multiple disciplines in diverse fields of studies, curriculum scholars have developed a wide array of forms of inquiry. More forms of curriculum inquiry emerge as curriculum inquirers continue to challenge traditional ways of engaging in and interpreting research and perceive curriculum inquiry as a form of liberatory or radical democratic practice. This liberatory and radical democratic orientation of curriculum inquiry vitalizes heated debates and complicated conversations among curriculum theorists. From these debates and conversations, a contested conception emerges that curriculum inquiry and curriculum studies are synonymous.

In addition to the interdisciplinary, transdisciplinary, and sometimes counterdisciplinary quality of curriculum studies, another aspect of curriculum inquiry is the broad conception of what counts as inquiry. Elliot Eisner states that this increased breadth is not a license ...

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