The Journal of Curriculum Theorizing

JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the “reconceptualist” movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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Journal of the American Association for the Advancement of Curriculum Studies

The American Association for the Advancement of Curriculum Studies (AAACS) supports at least two notions of advancement that emerge out of its historical location and its relationship with the International Association for the Advancement of Curriculum Studies (IAACS).

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The European Association of Curriculum Studies

Euro-ACS, the European Association of Curriculum Studies, is a research network on curriculum studies, not restricted to European scholars, but concerned directly with the state of the field of curriculum studies in Europe. The association aims to contribute to the development of collaborative research efforts among scholars interested on Curriculum Studies and to promote curriculum research in Europe.

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The Curriculum and Pedagogy Group

The Curriculum and Pedagogy Group is a gathering of diverse individuals seeking academic enrichment and professional engagement who are committed to educational reform and social change. We seek to create a space in which to advance the ideals of progressive curriculum and democratic leadership in education through dialogue and action. We seek to bring together individuals from diverse backgrounds—including academic workers, graduate students, school and district administrators, PreK-12 teachers, and many more cultural and educational workers from community groups and organizations—who hope to analyze, interrogate, and develop theories and practices for educational change and social justice.

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The Canadian Society for the Study of Education

The Canadian Society for the Study of Education is the largest organization of professors, students, researchers and practitioners in education in Canada. CSSE is the major national voice for those who create educational knowledge, prepare teachers and educational leaders, and apply research in the schools, classrooms and institutions of Canada.

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The American Association for the Advancement of Curriculum Studies (AAACS)

This website serves as the central source for information about our association, annual conference, and journal. This site will continue to grow and adapt to our needs as we work together, engaging in complicated conversations about the field of curriculum studies and the contexts, local and global, that inform our field.

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International Association for the Advancement of Curriculum Studies (IAACS)

International Association for the Advancement of Curriculum Studies (IAACS) is established to support a worldwide – but not uniform – field of curriculum studies. At this historical moment and for the foreseeable future, curriculum inquiry occurs within national borders, often informed by governmental policies and priorities, responsive to national situations. Curriculum study is, therefore, nationally distinctive. The founders of the IAACS do not dream of a worldwide field of curriculum studies mirroring the standardization and uniformity the larger phenomenon of globalization threatens. Nor are we unaware of the dangers of narrow nationalisms. Our hope, in establishing this organization, is to provide support for scholarly conversations within and across national and regional borders about the content, context, and process of education, the organizational and intellectual center of which is the curriculum.

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Curriculum Inquiry

Curriculum Inquiry (CI) is a leading international journal in the field of curriculum studies. It is dedicated to studies of educational experience in schools, communities, families, and other local or transnational settings, using a range of theoretical and disciplinary 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 defined, and whose work promotes conceptual debate and pushes beyond current understandings of educational research, theory, and practice. The journal publishes papers that explore and critique contemporary ideas, issues, trends, and problems in education, particularly those relating to curriculum, teaching and learning, teacher education, cultural practice, and educational research and policy. Each issue of the journal also includes a provocative and critically analytical editorial essay that highlights the contributions of featured authors.

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The Curriculum Journal

The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum, pedagogy and assessment. Papers reporting empirical studies and theoretical analyses from a range of perspectives, including philosophical and historical, are welcome. The journal particularly welcomes papers that include attention to the implications for policy and practice that arise from theoretical and empirical work. The journal makes a specialist contribution to knowledge related to the educational phases that impact on children from the early years to adulthood.

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The Journal of Curriculum and Pedagogy

The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines as a means to expand perspectives on educational phenomena, from schools and cultural institutions to sites and concerns beyond school and institutional boundaries.

The journal publishes articles that explore historical, philosophical, gendered, sexual, racial, ethnic, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. Each issue also includes an arts-based educational research article and a guest-edited Perspectives section developed by leading scholars. A book and media review section also appears in the second issue of each volume.


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