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“(T)here are many lived curricula,” Ted T. Aoki (1993) asserts, “as many as there are self and students, and possibly more” (p. 258). The articles in this issue of Curriculum Inquiry explore the “more” of the lived curriculum across a wide range of contexts— from the Pueblo communities of New Mexico, to local residents of southwestern Nicaragua’s coastal communities, to Pacific Indigenous communities in Canada’s west, and others. The authors in this issue further expose the “possibilities” of the multiplicity of curricula that teachers and students experience; for example, through insights from decolonial and new-materialist theories (The Leadership Institute at the Santa Fe Indian School and Sumida Huaman, this issue), through embracing Sara Ahmed’s (2010) notions of desire in the curriculum (Petrie and Darragh, this issue), and through deep inquiry into the complexities of dismantling settler colonialism (Schaefli, Godlewska & Rose, this issue) and anti-black racism (Nxumalo, Vintimilla, and Nelson, this issue). Aoki reinforces Deleuze’s insight that multiplicity grows “from the middle”—of experience, of practice, and of the landscapes inhabited by teachers and students. To hear the resonant sounds of the multiplicity of the lived curriculum in the midst of the landscapes of curriculum and instruction, Aoki (1993) invites scholars to listen to practicing educators who find themselves “in sites of openness between and among the multitude of curricula that grace the landscape” (p. 267). In turn, each of the contributions to this issue provide CI’s readers the opportunity to heed Aoki’s call by witnessing examples of lived curricula and its implications “from the middle” of theory and experience. In this issue’s first article, “Indigenous core values and education: Community beliefs towards sustaining local knowledge,” The Leadership Institute at the Santa Fe Indian School and Elizabeth Sumida Huaman (Wanka/Quechua) write about the core values that are essential for the survival and wellbeing of Indigenous people with a focus on Pueblo communities. These values, or the curriculum of Pueblo life, are not static, but rather emerge in between multiple curricula. Specifically, as colonial pressures push against the borders of Indigenous land and life, Pueblo peoples draw upon the living curriculum through communal, familial, interpersonal, and personal life. They consolidate epistemologies and pathways of knowledge that sustain traditional values and resist settler colonial policies that have historically worked to erase these life ways. Through a narrative approach, The Leadership Institute at the Santa Fe Indian School and Sumida Huaman collect individual and group interviews from the