This work explores racism/ableism in connection to the Black/White, deficit, and positivist

paradigms. We aim to crip the curriculum (Erevelles, 2011) by bringing attention to the kinds of work constructs do to advance anti-oppressive curriculum, curriculum leadership, and curriculum theory. Through critique that tears at the limits of the paradigms that threaten to [“blind”] bind us, we hope to spur work(s) and study/studies that refuse(s) a scripted curriculum (Agosto, 2014) and welcome dis/orderly and dis/orienting reflection.