ABSTRACT
A longstanding history of curriculum in the United States verifies ongoing struggles in curricular decision-making, where questions such as "What is knowledge, who gets to decide what counts as knowledge, and how is knowledge assessed?" have been fundamental sources of debate. Instead of being oriented toward a dynamic, evolving sequence of learning experiences, the curriculum is often conceived as a static entity. However, the effects of the COVID-19 pandemic have presented the education field with an opportunity to remedy obsolete perceptions of the curriculum's purpose and, instead, reimagine and embrace an asset-based view of its future. Framed by Michel Foucault's (1971) concept of presenting a discipline's genealogy, this chapter reviews the field of memory, the field of presence, the field of concomitance, discontinuities and ruptures, and critical assumptions as they relate to curriculum leadership and development. While the field of memory consists of statements that are no longer considered true or valid, the field of presence includes concepts and practices which are acknowledged to be truthful and resonant, and the field of concomitance represents ideas or theories which have been transferred to other disciplines. In addition, discontinuities and ruptures include shifts in the discourse surrounding particular theories or viewpoints, and critical assumptions refer to theories of objectivity, reality, and truth which require a critical examination to avoid outcomes that result in norms and normalization. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.