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Within English studies, curriculum design has typically been restricted to conversations about instructor education, where design is treated as a process of applying existing disciplinary knowledge to traditional assignments and practices. This article argues that scholars can extend the scope and value of instructor education by repositioning design as an act of inventive potential, one that invites new instructors to understand disciplinary knowledge and also to participate in the expansion of disciplinary values and practices. When fostered as an inventive act, curriculum design offers a space of welcome where new members of English studies are encouraged to contribute to the central questions and values of the field.