Aims & Scope
Curriculum Inquiry (CI) is a leading international journal in the field of curriculum studies. It is dedicated to studies of educational experience and relationships in communities, families, schools, and other local or transnational settings, guided by critical theoretical engagements and using a range of disciplinary and methodological 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 conceived. We invite scholarship that promotes conceptual debate and pushes against and beyond dominant understandings of educational research, theory, and practice. The journal publishes articles that explore and critique contemporary ideas, issues, trends, and problems in education, particularly those relating to curriculum, teaching and learning, teacher education, cultural practice, activist engagements, and educational research and policy. Each issue of the journal also includes a provocative and analytical editorial essay that highlights the contributions of featured authors.
Curriculum Inquiry is published by Routledge, Taylor and Francis Group on behalf of the Ontario Institute for Studies in Education.
Members of the Editorial Team, OISE Advisory Board, and International Editorial Board
Curriculum Inquiry Editorial Team Biographies
Contact: curriculum.inquiry.oise@utoronto.ca