Issue 53(3) is now available online →
Issue 53(3) of Curriculum Inquiry is now available online, with a free access editorial, Creating space amidst violence, by Gabrielle Monique Warren and Rubén Gaztambide-Fernández.
Issue 53(3) of Curriculum Inquiry is now available online, with a free access editorial, Creating space amidst violence, by Gabrielle Monique Warren and Rubén Gaztambide-Fernández.
Issue 53(2) of Curriculum Inquiry is now available online, with a free access editorial, The messiness of putting queerness to work, by Lindsay Cavanaugh, Qui Alexander, and Rubén Gaztambide-Fernández.
Issue 53(1) of Curriculum Inquiry is now available online, with a free access editorial, Assemblages of nonreproductive spaces and some decolonial possibilities of schooling, by Neil Ramjewan and Shashank Kumar.
Issue 52(5) of Curriculum Inquiry is now available online, with a free access editorial, Palimpsests for reading politics and reconfiguring power within and beyond learning spaces, by Cassie J. Brownell and Arlo Kempf.
Issue 52(4) of Curriculum Inquiry is now available online, with a free access editorial, The absent-present curriculum, or how to stop pretending not to know, by Rubén Gaztambide-Fernández.
Issue 52(3) of Curriculum Inquiry is now available online, with a free access editorial, Toward a pedagogy of solidarity, by Rubén Gaztambide-Fernández, Jennifer Brant, and Chandni Desai.
Issue 52(2) of Curriculum Inquiry is now available online, with a free access editorial, Education and ecological precarity: Pedagogical, curricular, and conceptual provocations, by Fikile Nxumalo, Preeti Nayak, and Eve Tuck.
Issue 52(1) of Curriculum Inquiry is now available online, with a free access editorial, Curriculum, more than a journey on a map, by Shashank Kumar.
Issue 51(5) of Curriculum Inquiry is now available online, with a free access editorial, What teachers know, what teachers do, by Diana Barrero Jaramillo and Rubén Gaztambide-Fernández.
Issue 51(4) of Curriculum Inquiry is now available online, with a free access editorial, The ongoing crisis and promise of civic education, by James Miles.
Issue 51(3) of Curriculum Inquiry is now available online, with a free access editorial, Questions of gratitude: Storying transformative and curricular relationships with women’s experiences and lives, by Claudia Eppert and Jacqueline Bach.
Issue 51(2) of Curriculum Inquiry, is now available online, with a free access editorial, Manhaj, or curriculum, broadly defined, by Lucy El-Sherif.
Issue 51(1) of Curriculum Inquiry, “Curricular Confrontations in the Wake of Anti-Blackness and the Break of Black Possibilities” is now available online, with a free access editorial, Storytellin’ by the light of the lantern: A polyvocal dialogue turnin’ towards critical Black curriculum studies, by Esther O. Ohito & Justin A. Coles
Issue 50(5) of Curriculum Inquiry is now available online, with a free access editorial, Re-imagining difference in the pedagogical encounter, by Preeti Nayak and Diana M. Barrero Jaramillo.
Issue 50(4) of Curriculum Inquiry is now available online, with a free access editorial, Growing out of childhood innocence, by Neil Ramjewan and Julie C. Garlen.
Issue 50(3) of Curriculum Inquiry is now available online, with a free access editorial, Are we all in this together? COVID-19, imperialism, and the politics of belonging, by Shashank Kumar and Rubén Gaztambide-Fernández.
Issue 50(2) of Curriculum Inquiry is now available online, with a free access editorial, Curriculum co-presences and an ecology of knowledges, by James Miles and Preeti Nayak.
Issue 50(1) of Curriculum Inquiry is now available online, with a free access editorial, Invitations to difference: Refusing white pedagogies of racial inclusions, by Neil Ramjewan and Lucy El-Sherif
Guest Editors: Fikile Nxumalo, Preeti Nayak & Eve Tuck
Deadline for full manuscripts: November 1st, 2020
From flooding in Texas, to the shrinking of Lake Chad, to the bushfires in Australia, multiple ongoing climate-related disasters have shown the already devastating impacts of global warming on human and more-than-human life. The United Nations estimates that climate crisis disasters are now occurring once a week; many of them in the Global South. Climate scientists often assert that education is an important factor in slowing global burning, yet education as a field is still heavily invested in individual-level approaches to “saving the environment.” In contrast to the lived realities of the precarities brought about and worsened by climate change, there remains a disconnect between how quickly human and more-than-human lives are changing, and responsive and responsible changes in curriculum and pedagogy. This special issue aims to address this disconnect by bringing together educational, research and conceptual approaches that disrupt the politics of education-as-usual in the face of climate crisis.
Issue 49(5) of Curriculum Inquiry is now available online, with a free access editorial, The work of attunement, by Diana M. Barrero Jaramillo and Rubén A. Gaztambide-Fernández.