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
  • Adam Howard, Colby College
Unchecked 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, gothic cultures, cultures of information technology, technoscience, academic cultures, music, television, film, and other media into the discourse of curriculum theorizing; likewise manuscripts should brig 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, (extreme) sports, 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
  • Robert Helfenbein, Indiana University-IUPUI
  • John Weaver, Georgia Southern University
Unchecked 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, California State University Long Beach
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Literacies

“Literacies” 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. The following areas are of interest: Literacies of the self—the relationship between reading texts and the context of lived experience, including psychic life: In what ways does reading poetry, fiction, and drama provide a theoretical base for my work? For what purpose do I read? What reading/textual engagement has changed my life? Literacies of teaching and learning—the construction of literacy in the classroom: How can we help students understand their own literacy practices? What texts have changed the lives of students? How has shared reading provided new understandings of classroom dynamics? What readings don’t work? Multiple literacies—literacy practices that have multiple roles, purposes, contexts, modes of representation: What defines a multiliterate person? What are some different types of texts students encounter? How does culture affect literacy? How might literacy be considered a political act?

Editors
  • Reta Ugena Whitlock
Unchecked 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, Louisiana State University
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Reviews

Reviews invites submissions that engage with books for the purpose of introducing readers to new scholarship in curriculum theory, offering fresh perspectives on older scholarship, or suggesting ways of using texts from outside the field (such as works of fiction or non-curriculum centered philosophy) to advance curriculum theorizing. Through publishing reviews that respectfully, actively, and creatively engage with texts, we hope that the section will serve as a forum for close examination and challenging discussion of emergent trajectories of thought in curriculum theorizing. Book reviews should be written for a broad readership of educators and educational scholars working and reading in the areas of curriculum theory and classroom practice. They should fairly summarize authors’ arguments, identify new perspectives offered, and situate texts in the context of current related scholarship and media, being sure to identify also the points at which the author’s theory or methodology departs from existing traditions of thought and the possibilities that such departures offer for the field as a whole. While we ask that all reviews place their central texts into dialog with other scholarly work, we also welcome additional consideration of examples of unconventional media such as poetry, film, and performance that relate to the topics and intellectual trajectories under discussion.

Please note that we invite both short book reviews (800 words) and longer book review essays (2,500-3,000 words for single books and 3,000-5,000 words for multiple books). For short-format reviews, we ask that authors confine their evaluation to a single book. For essay-format reviews, we invite authors to evaluate single books or place into dialog two or three related books.

Editors
  • Brian Casemore, The George Washington University
  • Bruce Parker, Louisiana State University
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed
 

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.

 

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...

 


NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

 

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563