Curriculum Inquiry Editorial Team

Arlo Kempf (Editor-in-Chief) is an Associate Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. His research interests include anti-racism, anticolonialism and white supremacy in education; educational access for precarious status students; teachers' work and professional lives in critical perspective; and critical perspectives on neoliberalism in education. Arlo teaches in the areas of race and equity in education. His work has been published in multiple journals including Teachers College Record, Race and Ethnicity in Education, Critical Education, International Education, Directions, Latin American and Caribbean Ethnic Studies, Journal of Workplace Learning, and the National Evaluation Gazette. Arlo has also contributed chapters to multiple edited collections, encyclopedia, and handbooks. His seventh book, Critical Perspectives on White Supremacy and Racism in Canadian Education: Dispatches from the Field (Co-edited with Heather Watts), was published in 2024 with Routledge. Arlo is Book Series Editor (with Nina Bascia, OISE/UT; Denisha Jones, Sarah Lawrence College; and Rhiannon Maton, SUNY Cortland) of the Routledge Book Series: Teachers' Work and Teaching in Critical Perspective.

Neil Ramjewan (Faculty Editor) is an Assistant Professor, Teaching Stream, in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto. His research spans curriculum studies, childhood studies, and de- and anti-colonial theory, with a focus on how colonialism continues to shape and normalize configurations of childhood as innocent, ignorant, and agentic amongst others. Neil’s first co-edited book (with Julie Garlen), Refusing the Limits of Contemporary Childhood: Beyond Innocence, was published in 2024. The collection brings together a group of international scholars and moves towards decolonial and antiracist futures for all children by centering the knowledge of historically marginalized communities. His more recent interest is connected to his teaching and the question of what it means to extend critical theories of childhood to teacher education. Finally, Neil has research contributions on activist science education, which he is now revisiting in terms of theories of childhood.

Gabrielle Monique Warren (Associate Editor) is a Ph.D. Candidate in Curriculum and Pedagogy at the Ontario Institute for Studies in Education, University of Toronto, with a disciplinary background in Political Science. Her research is situated at the intersection of critical policy studies, radical geography, anti-colonial thought, cultural studies, and the Black Radical Tradition. She examines how social reproduction shapes educational experience. Her current project discursively traces the spatial-racial logics of Ontario educational policy from the 1970s to the present, analyzing how the political economy organizes public educational development and abandonment. In praxis, she is a curriculum developer and research coordinator at Start2Finish Canada, an organization focused on alleviating the effects of deprivation for school-aged children through community connection and educational enrichment.

Alexander Vesuna (Assistant Editor) is a PhD student in the Department of Curriculum, Teaching and Learning at the Ontario Institute of Studies in Education at the University of Toronto. His research interests include critical pedagogy, abolition, Black Radicalism, Black Feminism, Black Studies, revolutionary politics, decolonization and anti-capitalism. His research is interested in the role of power in constructing dominant knowledges of social movements through mainstream corporate media and how these knowledges function to criminalize, to manufacture consent to state violence as a solution to social unrest and create discursive boundaries that limits people’s ability to imagine alternative ways of being and radically different worlds. The research also will study how activists work to counter these dominant knowledges through producing counter-narratives to define their own movements and to disrupt these discursive boundaries through their radical imaginations of worlds beyond this current one. This work is grounded in a political commitment to the liberation of Black, Indigenous, Palestinian, Trans folx and the liberation of all people’s from Turtle Island to Palestine, and beyond.