Curriculum Inquiry Editorial Team
Rubén A. Gaztambide-Fernández (Editor-in-Chief) is a Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto, where he is also the Director of the Youth Research Lab. He teaches courses in curriculum theory, decolonization, cultural production, and solidarity. His articles have been published in education journals like the Harvard Educational Review, the Review of Educational Research, and the Review of Education, Pedagogy, and Cultural Studies. His research and scholarship are concerned with questions of symbolic boundaries and the dynamics of cultural production and processes of identification in educational contexts, including elite schools, specialized programs, and with Latinx and Indigenous students in public schools. His theoretical work focuses on the relationship between cultural production and solidarity. He has also conducted community-engaged research for more than a decade and is currently Co-PI of the Pedagogies of Community Engaged Practice Partnership. He is the Producer of TheWhyPAR Podcast (ypar.ca).
Arlo Kempf (Faculty Editor) is an Associate Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. His research interests include anti-racism, anticolonialism and white supremacy in education; educational access for precarious status students; teachers' work and professional lives in critical perspective; and critical perspectives on neoliberalism in education. Arlo teaches in the areas of race and equity in education. His work has been published in multiple journals including Teachers College Record, Race and Ethnicity in Education, Critical Education, International Education, Directions, Latin American and Caribbean Ethnic Studies, Journal of Workplace Learning , and the National Evaluation Gazette. Arlo has also contributed chapters to multiple edited collections, encyclopedia, and handbooks. His seventh book, Critical Perspectives on White Supremacy and Racism in Canadian Education: Dispatches from the Field (Co-edited with Heather Watts), was published in 2024 with Routledge. Arlo is Book Series Editor (with Nina Bascia, OISE/UT; Denisha Jones, Sarah Lawrence College; and Rhiannon Maton, SUNY Cortland) of the Routledge Book Series: Teachers' Work and Teaching in Critical Perspective.
Diana M. Barrero Jaramillo (Senior Editor) is a PhD student in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. Her doctoral research explores the tensions between state and community-based memory initiatives related to the armed conflict in Colombia. She has worked as a research assistant on a participatory action research project with Latinx and Urban Indigenous youth in the Toronto District Board, and a peacebuilding citizenship learning comparative project between Mexico and Canada. Her previous work focused on how educational policies reproduce racial order in settler colonial contexts through the discourse of achievement gaps.
Gabrielle Warren (Associate Editor) is a Ph.D. student in Curriculum and Pedagogy at OISE/University of Toronto. She is interested in the history and politics of Canadian education, focusing on archival research. Her current project investigates the evolution of educational discourse and childhood inequity in Ontario from the 1970s to now. In praxis, she has worked as an advocate and writer for the past eight years with Start2Finish Canada, an organization focused on alleviating the effects of deprivation for school-aged children through community connection and educational enrichment.
Ali Azhar (Associate Editor) is a doctoral candidate in the Curriculum and Pedagogy program at OISE. His thesis is a fictional narrative exploring the link between writing and intellectual emancipation. He works with fragments of the past to tell a story of intellectual emancipation and his work contains reflections on time, love, history, poetics and belonging. Previously, he has a Masters degree in Learning, Design and Technology from Stanford University and is a co-founder of an elementary school in rural Pakistan.
Narisa Vickers (Assistant Editor) is a Master of Arts student in Curriculum, Teaching and Learning, specializing in 2SLGBTQI+ and BIPOC histories. Their work is driven by a commitment to equity, aiming to contribute to queer and trans teaching and research. They have extensively explored queer and trans BIPOC educational practices and culture, with a deep understanding of queer, critical trans, critical race, decolonial, and Black feminist theory, which continuously inform their practices.
AV Verhaeghe (Editorial Assistant) joined the Curriculum Inquiry team in 2018. They have worked in academic publishing for the past decade and recently completed their PhD in Gender, Feminist, and Women’s Studies at York University. AV was a Managing Editor of Feral Feminisms, an open access, peer reviewed, multimedia feminist journal, for seven years, and they have copyedited and proofread edited collections and monographs for the University of Toronto Press and McGill-Queen’s University Press. In their dissertation, AV theorized the Canadian state’s regulation of sexuality as a racial project by problematizing the analogies between racism and homophobia that Members of Parliament and Supreme Court justices used between 1969 and 2005.