Editorials (free access)

Volume 49, Issue 3, 2019
Historical silences and the enduring power of counter storytelling
James Miles

Volume 49, Issue 2, 2019
“Imagining and building what could be”: An intergenerational conversation inspired by Allan Luke's scholarship, teaching, and activism
Jason Brennan, Rob Simon & Tara Goldstein

Volume 49, Issue 1, 2019
“To wake up our minds”: The re-enchantment of praxis in Sylvia Wynter
Nathan Snaza & Aparna Mishra Tarc

Volume 48, Issue 5, 2018
Between orders and others
Rubén Gaztambide-Fernández

Volume 48, Issue 4, 2018
Multiple resonances of curriculum as lived
Neil T. Ramjewan & Elena V. Toukan

Volume 48, Issue 3, 2018
Publishing as pedagogy: Essays from the 2017 Curriculum Inquiry Writers’ Retreat
Neil T. Ramjewan, Christy Guthrie and Rubén Gaztambide-Fernández

Volume 48, Issue 2, 2018
The politics of curriculum reforms in Asia: Inter-referencing discourses of power, culture and knowledge
Leonel Lim and Michael W. Apple

Volume 48, Issue 1, 2018
Desirable and disposable: Educative practices and the making of (non) citizens
Brenda N. Sanya, Karishma Desai, Durell M. Callier and Cameron McCarthy

Volume 47, Issue 5, 2017
Pedagogies of time, place, and identification
Elena V. Toukan and Rubén Gaztambide-Fernández

Volume 47, Issue 4, 2017
The tyranny of "ability"
Gillian Parekh

Volume 47, Issue 3, 2017
Tracing and countering the "hidden"
Rubén Gaztambide-Fernández

Volume 47, Issue 2, 2017
On knowledge and knowing
Rubén Gaztambide-Fernández & Alexandra Arráiz Matute

Volume 47, Issue 1, 2017
Shifting borders and sinking ships: What (and who) is transnationalism “good” for?
Elena V. Toukan, Rubén Gaztambide-Fernández and Sardar M. Anwaruddin

Volume 46, Issue 5, 2016
How does it feel: On emotional memory and difficult knowledge in education
Christy Guthrie

Volume 46, Issue 4, 2016
Youth subjectification and resistance in the settler state
Shawna Marie Carroll and Rubén Gaztambide-Fernández

Volume 46, Issue 3, 2016
The child in question: Childhood texts, cultures, and curricula
Lisa Farley & Julie C. Garlen

Volume 46, Issue 2, 2016
“We're all stories in the end”: On the narratives that (un)make us
Alexandra Arráiz Matute

Volume 46, Issue 1, 2016
Slipping around in curriculum studies: (Re)views from new scholars
Sardar M. Anwaruddin & Rubén Gaztambide-Fernández

Volume 45, Issue 5, 2015
The unruly curricula of the ruling class
Leila Angod

Volume 45, Issue 4, 2015
Ordering Others
Neil T. Ramjewan & Rubén Gaztambide-Fernández

Volume 45, Issue 3, 2015
Thinking beyond the human
Rubén Gaztambide-Fernández

Volume 45, Issue 2, 2015
Religious pluralism in school curriculum: A dangerous idea or a necessity?
Sardar M. Anwaruddin & Rubén Gaztambide-Fernández

Volume 45, Issue 1, 2015
Creation as participation/participation as creation: Cultural production, participatory politics, and the intersecting lines of identification and activism
Rubén Gaztambide-Fernández & Alexandra Arráiz Matute

Featured Articles (open access)

Learning connected civics: Narratives, practices, infrastructures
Mizuko Ito, Elisabeth Soep, Neta Kligler-Vilenchik, Sangita Shresthova, Liana Gamber-Thompson & Arely Zimmerman
Volume 45, Issue 1, 2015, pages 10-29

Bringing together popular culture studies and sociocultural learning theory, this paper formulates the concept of “connected civics,” grounded in the idea that young people today are engaging in new forms of politics that are profoundly participatory. Often working in collaboration with adult allies, they leverage digital media and emerging modes of connectivity to achieve voice and influence in public spheres. The rise of participatory politics provides new opportunities to support connected civics, which is socially engaged and embedded in young people's personal interests, affinities, and identities....
Read the complete article (open access)