Curriculum Inquiry Editorial Team
Arlo Kempf (Editor-in-Chief) 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.
Neil Ramjewan (Faculty Editor) is an Assistant Professor, Teaching Stream, in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto. His research spans curriculum studies, childhood studies, and de- and anti-colonial theory, with a focus on how colonialism continues to shape and normalize configurations of childhood as innocent, ignorant, and agentic amongst others. Neil’s first co-edited book (with Julie Garlen), Refusing the Limits of Contemporary Childhood: Beyond Innocence, was published in 2024. The collection brings together a group of international scholars and moves towards decolonial and antiracist futures for all children by centering the knowledge of historically marginalized communities. His more recent interest is connected to his teaching and the question of what it means to extend critical theories of childhood to teacher education. Finally, Neil has research contributions on activist science education, which he is now revisiting in terms of theories of childhood.
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.
Alexander Vesuna (Assistant Editor) is a PhD student in the Department of Curriculum, Teaching and Learning at the Ontario Institute of Studies in Education at the University of Toronto. His research interests include critical pedagogy, abolition, Black Radicalism, Black Feminism, Black Studies, revolutionary politics, decolonization and anti-capitalism. His research is interested in the role of power in constructing dominant knowledges of social movements through mainstream corporate media and how these knowledges function to criminalize, to manufacture consent to state violence as a solution to social unrest and create discursive boundaries that limits people’s ability to imagine alternative ways of being and radically different worlds. The research also will study how activists work to counter these dominant knowledges through producing counter-narratives to define their own movements and to disrupt these discursive boundaries through their radical imaginations of worlds beyond this current one. This work is grounded in a political commitment to the liberation of Black, Indigenous, Palestinian, Trans folx and the liberation of all people’s from Turtle Island to Palestine, and beyond.
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.