Call for papers for a special issue titled "Sylvia Wynter, the Human, and Curriculum Studies"
Guest Editors: Nathan Snaza and Aparna Mishra Tarc
Deadline: August 31, 2017
The Editors of Curriculum Inquiry in collaboration with the Guest Editors are seeking manuscripts for a special issue, titled “Sylvia Wynter, the Human, and Curriculum Studies.” The special issue aims to explore how curriculum studies can benefit from sustained engagement with the work of black theorist Sylvia Wynter. In particular, Wynter’s scholarship marks a crucial point of departure for concatenating two currents of debate permeating curriculum theory today. The first is articulated in challenges to the whiteness of the field, especially in terms of its institutional structures, conceptual genealogies, and bibliographical narrowness. The second interrogates fixed ontological conceptions of “the human” as it functions as a normative and unquestioned category of existence anchoring educational philosophy and theory in the global North. Our special issue aims to explore how these two currents are, or should be, inseparable given that dominant conceptions and categories of the human—as duly critiqued by post-informed theory, posthumanisms, new materialisms, and some ecologies—are ones articulated around whiteness, heterosexism, ablism, and a profound Eurocentrism.
Call for Papers for a Special Issue titled "Disability as Meta Curriculum: Epistemologies, Ontologies, and Transformative Praxis"
Guest Editors: Nirmala Erevelles, Elizabeth J. Grace and Gillian Parekh
Deadline: January 15, 2018.
The Editors of Curriculum Inquiry in collaboration with the Guest Editors are seeking manuscripts for a special issue, titled “Disability as Meta Curriculum: Epistemologies, Ontologies, and Transformative Praxis.” Disability studies scholarship exposes how constructions of the human exclude bodies/minds who refuse to be confined by normative ideologies. In its stead, disability studies’ scholars and activists have offered counter-narratives that reject ableist ideologies and instead support alternative/transformative ways of knowing, being, and doing. In this special issue we make an epistemic claim that disability studies’ approaches to curriculum are doing more than merely critiquing how privileged knowledge excludes disability from curriculum theory and praxis. We argue, instead, that disability studies embodies an epistemic space that not only demonstrates its difference from the normative curriculum, it also exceeds curriculum’s confining boundaries. Thus, thinking through Disability as Meta Curriculum we argue for a “curriculum about curriculum” – one that critically investigates the epistemological, ontological, and pedagogical claims of the normative curriculum from the critical standpoint of disability.
CALL FOR PROPOSALS FOR SPECIAL ISSUES
The Editors of Curriculum Inquiry (CI) invite proposal submissions for Special Issues. 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 invites proposals for special issues 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. We are interested in special issues that invite authors to tackle cutting edge issues or that bring new insight into some of the perennial questions and issues related to curriculum inquiry broadly defined.