Call for Nominations

Curriculum Inquiry 2017 Writing Fellowship and Writer’s Retreat
June 11-17, Savannah, GA

Nominations due February 15th

The Editors of Curriculum Inquiry are pleased to invite nominations for the 2017 Curriculum Inquiry Writing Fellowship (CIWF) and Writer’s Retreat, to be held in conjunction with the 2017 Curriculum Studies Summer Collaborative (CSSC) in Savannah, GA, June 11th to the 17th. Up to six Fellows will be selected to participate in a three-day writer’s retreat and workshop, culminating in a panel presentation at the CSSC conference and potential publication in a special issue of Curriculum Inquiry.

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Call for papers for a special issue on "Educative Practices and the Making of (Non) Citizens"

Guest Editors
Brenda N. Sanya, Karishma Desai, Durell M. Callier, Cameron McCarthy

Deadline December 15, 2016

The Editors of Curriculum Inquiry in collaboration with the Guest Editors are seeking manuscripts for a special issue that is scheduled for publication in the Fall of 2017.  “Educative Practices and the Making of (Non) Citizens,” aims to feature the work of established and emerging scholars from a variety of academic fields and disciplines that explore critical approaches to understanding citizenship using a diverse range of methodological and theoretical frameworks. This interdisciplinary special issue aims to theorize relationships between citizenship and the interstices of educational spaces. Accordingly, we envision a special issue focused on the multiplicity of roles that education takes up with regards to citizenship. Click here for full description and details ...

CI 46(3) now available online

CI's special issue, The Child in Question, features articles written with the aim of interrogating discursive constructions of and about children. The issue is introduced through an editorial written by guest editors Dr. Lisa Farley and Dr. Julie C. Garlen, The Child in Question: Childhood texts, cultures, and curricula.

There will be a launch of this special issue at the Curriculum Studies Summer Collaborative Conference in Savannah, Georgia, on Friday, June 10. Several of the authors, as well as the guest editors, will participate in a panel discussion from 6:30-8:30 pm.

CI 46(1) is now available online and in print

In this issue we make space for new and emerging scholars in the field of curriculum studies. In this special issue, new scholars (re)view texts and the field at large in our contemporary post/next moment. These works are introduced through an editorial written by editors Sardar M. Anwaruddin and Rubén Gaztambide-Fernández in which they consider the slippages surrounding the act of reading and (re)viewing.


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.

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