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ABSTRACT
The article provides a century-long sociocultural history as it relates to curriculum and educational leadership. Not every historical dialogue between the two fields has been productive: that is, in addition to holding this complicated conversation, there needs to be a focus on the meanings of the public good inside national contexts, in our case, the U.S. Therefore, combining the histories of curriculum and educational leadership requires what William Pinar called currere, and our critiques move from theory and practice to praxis.