Curriculum Inquiry (CI) is a refereed international journal sold in 57 countries. The journal was the first Curriculum journal. It began publication in 1968 and since then curriculum journals have been established in the United States, England and Australia. According to the Social Science Citation Index it is the top ranked educational journal in Canada, and one of the top ranked educational journals in the world.
Aims and Scope: Curriculum Inquiry (CI) is a leading international journal in the field of curriculum studies. It is dedicated to studies of educational experience in schools, communities, families, and other local or transnational settings, using a range of theoretical and disciplinary approaches. CI brings together the work of both established and emerging scholars from a variety of academic fields and disciplines who theorize and examine curriculum and pedagogy, broadly defined, and whose work promotes conceptual debate and pushes beyond current understandings of educational research, theory, and practice. The journal publishes papers that explore and critique contemporary ideas, issues, trends, and problems in education, particularly those relating to curriculum, teaching and learning, teacher education, cultural practice, and educational research and policy. Each issue of the journal also includes a provocative and critically analytical editorial essay that highlights the contributions of featured authors.
Curriculum Inquiry is published by Routledge, Taylor and Francis Group on behalf of the Ontario Institute for Studies in Education.
Members of the Editorial Board, OISE Advisory Board and International Editorial Board
Short biographies of the CI Editorial team
Contact: curriculum.inquiry.oise@utoronto.ca