Curriculum reconceptualists seek to reshape the field of curriculum studies. Unlike traditional curricularists, they reprobate the technical approach of curriculum development because of its pure functional and managerial tendency. Reconceptualists look at curriculum from various philosophy-saturated perspectives. One of their claims is considering curriculum as a discourse, and the main task curricularists have to cope with is to understand this discourse. Unfortunately, reconceptualists penetrate deeply into philosophy without offering a clear practical vision that helps them transform their insights. In this paper, I argue that reconceptualists can bridge the gap through considering Critical Discourse Analysis (CDA) assumptions. The idea of understanding curriculum as a discourse could be theoretically and practically detected when employing (CDA).