Free Access Editorials
Abolition as method: Asking new questions
Qui Alexander, Gabrielle Warren, and Arlo Kempf
Volume 55, Issue 1, 2025
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Curricular gratitude: Disruptive, emergent, and transformative possibilities in education
Neil T. Ramjewan and Arlo Kempf
Volume 54, Issue 5, 2024
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Communal dreaming in education: Reimagining curriculum, knowledge, and collective identity
Gabrielle Monique Warren
Volume 54, Issue 4, 2024
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Nurturing ethical spaces of engagement through
education
Diana Barrero Jaramillo and Rubén Gaztambide-Fernández
Volume 54, Issue 3, 2024
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Schooling as bordering practice
Arlo Kempf
Volume 54, Issue 2, 2024
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Deepening the metaphor of writing
Ali Azhar and Rubén Gaztambide-Fernández
Volume 54, Issue 1, 2024
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Of Place and time: Freedom weavings of curricular possibilities
Jennifer Brant and Ligia (Licho) López López
Volume 53, Issue 5, 2023
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Critically considering and conceptualizing social contexts as curriculum
Cassie J. Brownell
Volume 53, Issue 4, 2023
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Creating space amidst violence
Gabrielle Monique Warren and Rubén Gaztambide-Fernández
Volume 53, Issue 3, 2023
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The messiness of putting queerness to work
Lindsay Cavanaugh, Qui Alexander, and Rubén Gaztambide-Fernández
Volume 53, Issue 2, 2023
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Assemblages of nonreproductive spaces and some decolonial possibilities of schooling
Neil Ramjewan and Shashank Kumar
Volume 53, Issue 1, 2023
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Palimpsests for reading politics and reconfiguring power within and beyond learning spaces
Cassie J. Brownell and Arlo Kempf
Volume 52, Issue 5, 2022
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The absent-present curriculum, or how to stop pretending not to know
Rubén Gaztambide-Fernández
Volume 52, Issue 4, 2022
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Toward a pedagogy of solidarity
Rubén Gaztambide-Fernández, Jennifer Brant, and Chandni Desai
Volume 52, Issue 3, 2022
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Education and ecological precarity: Pedagogical, curricular, and conceptual provocations
Fikile Nxumalo, Preeti Nayak, and Eve Tuck
Volume 52, Issue 2, 2022
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Curriculum, more than a journey on a map
Shashank Kumar
Volume 52, Issue 1, 2022
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What teachers know, what teachers do
Diana Barrero Jaramillo and Rubén Gaztambide-Fernández
Volume 51, Issue 5, 2021
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The ongoing crisis and promise of civic education
James Miles
Volume 51, Issue 4, 2021
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Questions of gratitude: Storying transformative and curricular relationships with women’s experiences and lives
Claudia Eppert and Jacqueline Bach
Volume 51, Issue 3, 2021
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Manhaj, or curriculum, broadly defined
Lucy El-Sherif
Volume 51, Issue 2, 2021
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Storytellin’ by the light of the lantern: A polyvocal dialogue turnin’ towards critical Black curriculum studies
Esther O. Ohito and Justin A. Coles
Volume 51, Issue 1, 2021
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Re-imagining difference in the pedagogical encounter
Preeti Nayak and Diana M. Barrero Jaramillo
Volume 50, Issue 5, 2020
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Growing out of childhood innocence
Neil Ramjewan and Julie C. Garlen
Volume 50, Issue 4, 2020
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Are we all in this together? COVID-19, imperialism, and the politics of belonging
Shashank Kumar and Rubén Gaztambide-Fernández
Volume 50, Issue 3, 2020
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Curriculum co-presences and an ecology of knowledges
James Miles and Preeti Nayak
Volume 50, Issue 2, 2020
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Invitations to difference: Refusing white pedagogies of racial inclusions
Neil Ramjewan and Lucy El-Sherif
Volume 50, Issue 1, 2020
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The work of attunement
Diana M. Barrero Jaramillo and Rubén A. Gaztambide-Fernández
Volume 49, Issue 5, 2019
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Disability as meta curriculum: Ontologies, epistemologies, and transformative praxis
Nirmala Erevelles, Elizabeth J. Grace, and Gillian Parekh
Volume 49, Issue 4, 2019
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Historical silences and the enduring power of counter storytelling
James Miles
Volume 49, Issue 3, 2019
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“Imagining and building what could be”: An intergenerational conversation inspired by Allan Luke's scholarship, teaching, and activism
Jason Brennan, Rob Simon, and Tara Goldstein
Volume 49, Issue 2, 2019
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“To wake up our minds”: The re-enchantment of praxis in Sylvia Wynter
Nathan Snaza and Aparna Mishra Tarc
Volume 49, Issue 1, 2019
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Between orders and others
Rubén Gaztambide-Fernández
Volume 48, Issue 5, 2018
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Multiple resonances of curriculum as lived
Neil T. Ramjewan and Elena V. Toukan
Volume 48, Issue 4, 2018
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Publishing as pedagogy: Essays from the 2017 Curriculum Inquiry Writers’ Retreat
Neil T. Ramjewan, Christy Guthrie, and Rubén Gaztambide-Fernández
Volume 48, Issue 3, 2018
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The politics of curriculum reforms in Asia: Inter-referencing discourses of power, culture and knowledge
Leonel Lim and Michael W. Apple
Volume 48, Issue 2, 2018
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Desirable and disposable: Educative practices and the making of (non) citizens
Brenda N. Sanya, Karishma Desai, Durell M. Callier, and Cameron McCarthy
Volume 48, Issue 1, 2018
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Pedagogies of time, place, and identification
Elena V. Toukan and Rubén Gaztambide-Fernández
Volume 47, Issue 5, 2017
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The tyranny of "ability"
Gillian Parekh
Volume 47, Issue 4, 2017
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Tracing and countering the "hidden"
Rubén Gaztambide-Fernández
Volume 47, Issue 3, 2017
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On knowledge and knowing
Rubén Gaztambide-Fernández and Alexandra Arráiz Matute
Volume 47, Issue 2, 2017
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Shifting borders and sinking ships: What (and who) is transnationalism “good” for?
Elena V. Toukan, Rubén Gaztambide-Fernández, and Sardar M. Anwaruddin
Volume 47, Issue 1, 2017
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How does it feel: On emotional memory and difficult knowledge in education
Christy Guthrie
Volume 46, Issue 5, 2016
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Youth subjectification and resistance in the settler state
Shawna Marie Carroll and Rubén Gaztambide-Fernández
Volume 46, Issue 4, 2016
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The child in question: Childhood texts, cultures, and curricula
Lisa Farley and Julie C. Garlen
Volume 46, Issue 3, 2016
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“We're all stories in the end”: On the narratives that (un)make us
Alexandra Arráiz Matute
Volume 46, Issue 2, 2016
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Slipping around in curriculum studies: (Re)views from new scholars
Sardar M. Anwaruddin and Rubén Gaztambide-Fernández
Volume 46, Issue 1, 2016
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The unruly curricula of the ruling class
Leila Angod
Volume 45, Issue 5, 2015
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Ordering Others
Neil T. Ramjewan and Rubén Gaztambide-Fernández
Volume 45, Issue 4, 2015
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Thinking beyond the human
Rubén Gaztambide-Fernández
Volume 45, Issue 3, 2015
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Religious pluralism in school curriculum: A dangerous idea or a necessity?
Sardar M. Anwaruddin and Rubén Gaztambide-Fernández
Volume 45, Issue 2, 2015
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Creation as participation/participation as creation: Cultural production, participatory politics, and the intersecting lines of identification and activism
Rubén Gaztambide-Fernández and Alexandra Arráiz Matute
Volume 45, Issue 1, 2015
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Featured Open Access Articles
Ontologically whole, reparations, and Wakanda’s childhoods
Ligia (Licho) López López and Denise Chapman
Volume 55, Issue 2, 2025
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Against the grain: Deep reading as abolitionist praxis in education
Wilson Kwamogi Okello and Nichole M. Garcia
Volume 55, Issue 1, 2025
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“Sometimes perception will suffice”: Indigenous Knowledges and the Australian curriculum
Katherine Thompson, Kevin Lowe, Greg Vass, and Annette Woods
Volume 54, Issue 4, 2024
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Testimonios as disruptive texts: Teaching about US imperialism and immigration through Central American testimonio
Yianella Blanco
Volume 54, Issue 4, 2024
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Educational transformation through ethical relationality in education change networks
Leyton Schnellert, Sara Florence Davidson, and Bonny Lynn Donovan
Volume 54, Issue 3, 2024
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Global citizenship education in Europe: Taking up the (hum)Man in teacher education in England
Marta da Costa, Chris Hanley, and Edda Sant
Volume 54, Issue 2, 2024
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The nomencurriculum and the tight curricular space of name(s)
Kyle L. Chong (張陳創庭)
Volume 54, Issue 1, 2024
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Mobilizing femme pedagogy in sexuality education in New Brunswick, Canada
Casey Burkholder and Melissa Keehn
Volume 54, Issue 1, 2024
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Fragments of reaching home: Curriculum as embodied lived experiences in a transnational Indigenous educational journey
Rey Hady
Volume 53, Issue 5, 2023
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(Re)charging Queer Indigenous zones: Pedagogical hub-making with the Land of the Spirit Waters
Pablo Montes
Volume 53, Issue 5, 2023
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Confronting colonial violences in and out of the classroom: Advancing curricular moves toward justice through Indigenous Maternal Pedagogies
Jennifer Brant
Volume 53, Issue 3, 2023
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Media education and the limits of “literacy”: Ecological orientations to performative platforms
T. Philip Nichols and Robert Jean LeBlanc
Volume 51, Issue 4, 2021
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Drag pedagogy: The playful practice of queer imagination in early childhood
Harper Keenan and Lil Miss Hot Mess
Volume 50, Issue 5, 2020
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Learning connected civics: Narratives, practices, infrastructures
Mizuko Ito, Elisabeth Soep, Neta Kligler-Vilenchik, Sangita Shresthova, Liana Gamber-Thompson, and Arely Zimmerman
Volume 45, Issue 1, 2015
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