Journal of Curriculum Theorizing

About the Journal

Aims and Scope

Journal of Curriculum Theorizing (JCT) is an interdisciplinary, peer-reviewed journal dedicated to advancing critical scholarship in curriculum studies. Rooted in the reconceptualist tradition, JCT provides a forum for work that challenges disciplinary, genre, and textual boundaries while remaining committed to classroom practice, educational equity, and social justice.

JCT welcomes contributions that explore curriculum as lived experience, cultural form, political discourse, and ethical practice. It is open to theoretical, narrative, empirical, and experimental texts that deepen curriculum inquiry and broaden its connections to global, cultural, and institutional contexts.

The journal includes the following sections:

• General Themes: Focuses on broad issues in curriculum studies and articles that do not fit within other sections. Emphasizes theoretical insight, interdisciplinary scope, and conceptual innovation.

• Cultural Studies and Curriculum: Explores how culture, media, and everyday life shape and are shaped by curriculum. Draws on interdisciplinary approaches to examine power, representation, and resistance in educational contexts.

• International Curriculum Discourses: Highlights global, comparative, and postcolonial perspectives on curriculum. Encourages critical engagement with colonial legacies, globalization, and transnational educational challenges.

• Engaging Texts: Addresses reading, writing, and interpreting texts—broadly defined as literary, media, personal, or cultural. Includes book review essays and work that theorizes literacy, narrative, and textual engagement.

• Higher Education: Applies curriculum theory to postsecondary contexts. Examines issues like identity, interdisciplinarity, crisis, and equity in university teaching and learning.

JCT invites submissions that contribute to ongoing conversations in curriculum theory and practice, both within and beyond traditional educational spaces.