The Re/Multicontextualization of Curriculum Studies in the New Century

The field of curriculum studies is traditionally tied to theory and practice in the field of education. Examining the status of the field of curriculum studies in Iran and the world shows that the distance between the experts in the field of curriculum and the decision-makers and practitioners of these programs has increased significantly. This article argues that, practically, at the international level, withdrawal from schools in the form of re-conceptualism movement was intentional, while in Iran, this distance was not intentional and it was created as a result of the existing limitations, indicating to the phenomenon of curriculum experts in exile. Practically due to such obstruction and lack of connection between the field and the motherland (especially in Iran); The field is in a situation that lacks a territory like many interdisciplinary and professional areas. Although this landlessness requires taking critical actions, challenging the factors that create this situation and putting efforts to open the closed doors to the experts and graduates of this field; at the same time, it gives us an opportunity to search for new platforms for the field in other fields of human life apart from the educational system. Taking an auto-biographical approach, this article seeks to encourage and draw the movement outside the defined borders by using concepts such as getting lost, getting rid of the ruling intellectual structures and the concept of curriculum civilizations, and in this regard, it discusses different levels of civilization in the curriculum. It also raises the necessity of moving from re-conceptualism to multi-conceptualism in curriculum studies.