Abstract
In response to the tremendous changes that the contemporary field of curriculum studies has undergone, this article explores the ways in which the faculty and students at Indiana University have reconceptualized the doctoral curriculum studies program during the past decade. We begin with a portrayal of the structural manifestations of our doctoral program and then turn our attention to the way in which this program is currently experienced by at least some of our students. Our purpose here is not to suggest that we have “found the answer,” but rather to invite an interchange with others interested in doctoral education within our program and others in the field of education.
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