As in my study of curriculum studies in South Africa (Pinar 2010) and Brazil (Pinar 2011), I summarize the exchanges between the participating scholars and international panel members. From this summary I derive concepts and practices characteristic of curriculum studies in Mexico. These emerged not only through the exchanges—accented by the individuality of the participants and panel members—and the preceding chapters but through my ongoing preoccupations as well. These preoccupations— disciplinarity, life history, dialogue—have structured the study.¹ Before going to press, I shared my summary of the exchanges and my identification of key concepts and practices with the participants, asking them to correct any errors and register their disagreements in the epilogue, the "final word."