Editorial Policies

Section Policies

General Themes

General Themes present articles that discuss issues in curriculum studies that challenge disciplinary, genre, and textual boundaries. Articles discussing curriculum studies as a field of study or/and its relationship with other areas in education are also welcome. If the topics of your article may not fit into the following sections, you can submit it to General Themes.

Editors
  • Robert Helfenbein
  • Gabriel Huddleston
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Cultural Studies and Curriculum

This section of JCT is committed to thoughtful commentary on cultural studies and popular culture. Manuscripts should bring youth cultures, generational cultures, cultures of information technology, technoscience, academic cultures, music, television, film, and other media into the discourse of curriculum theorizing; likewise manuscripts should bring curriculum theorizing and educational practice to cultural studies movements, webcultures, hypermedia analysis, alternative representations, and alternative mass media. Advertising and other mind shaping experiences, school practices as commodities and cultural resources, digital entertainment and technology industries, and their implications for postmodern identities and curriculum work are particularly encouraged.

Interdisciplinary manuscripts covering the history of cultural studies are also encouraged. The primary perspective of this section asks authors to challenge the presumptions that telescope culture into "popular" or "consumer culture" and to challenge the boundaries of traditional curriculum studies and academic cultures that fear the relevance of cultural studies movements in educational practice by declaring that popular culture and cultural studies do matter.

Editors
  • Walter Gershon
Checked Open Submissions Checked Indexed Checked Peer Reviewed

International Curriculum Discourses

The International Curriculum Discourses section is committed to developing international dialogue on curriculum issues. Topics including the following are encouraged: 1) studies and commentaries that draw upon postcolonial theories that deconstruct colonizing discourses in curriculum and educational issues writ large; 2) discussions of space and place from a geographic perspective and issues of borders as fluid and shifting ; 3) comparative education, international education, and global education discussions that interrupt deficit theories of the Other or analyze the tendency toward victory narratives and the standardizing/globalization of curriculoum; and, 4) discussions that highlight issues, such as global poverty, eco-feminism, and neo-colonial market forces in curriculum with an international perspective. This section is a place for discussions that complicates the issues of difference from an international perspective and aims to move the discussion beyond realist tales of practice.

Editors
  • Xin Li
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Engaging Texts

This section welcomes manuscripts that address the theme of “engaging texts.” Engaging texts is to be understood broadly to include reading, writing, and interpreting texts in various forms, not only books, arts, and film, but also reading and writing the world and reading and writing oneself into the world. Authors might consider such questions as: In what ways do literacy practices that have multiple roles, purposes, contexts, modes of representation engage readers? What is the relationship between reading texts and the context of lived experience? In what ways does reading provide a theoretical base for my work? For what purpose do I read? What reading/textual engagement has changed my life? What texts have changed the lives of students? What readings don't work? What are some different types of texts students encounter? How does culture affect literacy? How might literacy be considered a political act?

This section also welcomes book review essays (length 2000-3000 words including references). These submissions should contextualize, review, and evaluate recent additions to the field of curriculum theory.

 

Editors
  • Jennifer Job
  • Aparna Mishra Tarc
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Higher Education

The Higher Education section of JCT will support the existing historical and conceptual aims of the journal in that the articles selected for publication will expand the reconceptualist movement in curriculum theorizing to encompass the work of post-secondary educators. Subsequently, the section is committed to providing a forum for a critical and lively dialogue on higher education curriculum issues such as but not limited to: (1) the influence of gender, sexuality, cultural/racial and or socio-political difference on teaching and learning in college settings; (2) the relationship between higher education and sustainability; (3) evolving conceptions of general education and liberal learning in 21st century higher education; (4) disciplinary or/and interdisciplinary advancement; (5) the establishment of spaces for autobiographical accounts that critique the conventional types of knowledge that are valued in higher education settings; and (6) curriculum based approaches to crisis management.

 

In addition, traditional disciplinary, genre, and textual boundaries specifically within higher education will be complicated, radicalized, and thoroughly interrogated. Moreover, special attention will be paid to studies that explore the fore-referenced topics with a specific focus on equity oriented change that goes beyond the limitations of identity politics.

Editors
  • Roland Mitchell
Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

In order to ensure the highest quality scholarly work in curriculum theory, reviews are blind and peer reviewed.  This process includes a minimum of two external reviewers with additional reviewing done by section editors and the editorial team.

 

Publication Frequency

JCT releases three issues annually:

  • April
  • September
  • December

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Articles published in this journal are shared under a CC BY license.

 

Archiving

This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...