Speculative syllabus studies: From how‑to to what‑if?

The purpose of this conceptual paper is to open up new theoretical directions for what might be possible in syllabus-writing, particularly for instructors committed to radical social change. Engaging with intersectional anti-colonial theories and radical imagination(s), the following research questions guide this analysis: (1) Through what approach(es) do contemporary critical scholars study the syllabus? (2) How might the syllabus be approached differently through intentional engagement with radical imagination(s)? Through a review of the literature, I answer the first question by suggesting the current approaches to studying syllabi are often reactionary, prescriptive, and incremental. Then, I re-orient the foundational conceptualization of syllabi by considering them as both curriculum and narrative that shape educational environments. I conclude with an invitation for scholars to engage with speculative syllabus studies, a theoretical shift in writing and discussing syllabi which seeks to envision the syllabus of a more-just future world.