ONGOING CALL FOR PAPERS
New Scholars in Review
Click here to download the CFP as a PDF.
The editors of Curriculum Inquiry invite ongoing submissions to New Scholars in Review, a standing submission stream featuring critical review articles written by new, junior, and emerging curriculum studies scholars.
“New, junior, and emerging scholars” include students actively enrolled in a graduate program in curriculum studies or a related field at the time of submission, as well as individuals who completed a graduate degree within the five years preceding their submission.
This ongoing stream recognizes the insights of new and emerging scholars as commentators on recent, cutting-edge works and on classic, foundational, or historically influential works in curriculum studies. By showcasing their scholarship, the editors of Curriculum Inquiry seek to encourage and honour their valuable contributions to the field.
For New Scholars in Review, the editors are interested in review articles that critically engage two to three works in curriculum studies. These may include recent works published within the past five years, reconsiderations of classic or foundational works, or combinations of older and newer works. We are also interested in engagements with work beyond the written text. For example, authors may also place a documentary film in conversation with one or more books, provided that the review maintains a substantive engagement with curriculum studies scholarship.
The editors also welcome reviews occasioned by significant anniversaries of influential texts. Such essays might return to important theoretical texts (e.g. Aimé Césaire’s Discourse on Colonialism, Angela Davis’s Women, Race & Class, Linda Tuhiwai Smith’s Decolonizing Methodologies, Cedric Robinson’s Black Marxism) to consider their historical significance, intellectual and political afterlives, and relevance to contemporary debates in curriculum studies.
Review articles should identify and critically examine key themes, arguments, or issues raised by the selected works, situating them in relation to other relevant scholarship and contemporary perspectives and debates. Reviews of classic, foundational, or historically influential works should consider both their original contexts and their continuing significance. The editors are particularly interested in articles that place older and newer works, or works produced in different forms or historical moments, into sustained dialogue and comparison.
Cover Letter Requirement
All submissions to New Scholars in Review must be accompanied by a cover letter explaining how the review addresses the following three critical elements. Please address each element in two to three sentences:
Rationale and dialogue: What is the rationale for selecting these particular books and/or documentary film, and how does the review bring them into dialogue or comparison with one another and with contemporary perspectives and debates?
Critical engagement and significance: How does the review critically engage the key themes, arguments, or ideas of the selected works? How does it address their significance as classic, foundational, historically influential, and/or cutting-edge contributions to curriculum studies? If the review marks an anniversary, what makes this an important moment for returning to the work?
Positionality and contribution: How does the author’s positionality or standpoint as a new, junior, or emerging scholar inform the review, and what does the review contribute to curriculum studies scholarship?
Submissions to New Scholars in Review are reviewed on a rolling basis. There is no submission deadline.
Review articles for the New Scholars in Review stream should be between 5,000 and 8,000 words. Examples of essay reviews can be found in Volume 46, Issue 1 (2016) and Volume 41, Issue 1 (2011) of Curriculum Inquiry.
Click here to access Curriculum Inquiry’s guidelines for authors. Questions may be directed to the journal at curriculum.inquiry.oise@utoronto.ca.
We look forward to receiving your submissions.
Thank you,
Editors of Curriculum Inquiry