Call for Papers for Special Issue "Education and Ecological Precarity: Pedagogical, Curricular & Conceptual Provocations"

Guest Editors: Fikile Nxumalo, Preeti Nayak & Eve Tuck
Deadline for full manuscripts: November 1st, 2020

From flooding in Texas, to the shrinking of Lake Chad, to the bushfires in Australia, multiple ongoing climate-related disasters have shown the already devastating impacts of global warming on human and more-than-human life. The United Nations estimates that climate crisis disasters are now occurring once a week; many of them in the Global South. Climate scientists often assert that education is an important factor in slowing global burning, yet education as a field is still heavily invested in individual-level approaches to “saving the environment.” In contrast to the lived realities of the precarities brought about and worsened by climate change, there remains a disconnect between how quickly human and more-than-human lives are changing, and responsive and responsible changes in curriculum and pedagogy. This special issue aims to address this disconnect by bringing together educational, research and conceptual approaches that disrupt the politics of education-as-usual in the face of climate crisis.

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Curriculum Inquiry Writing Fellowship and Writers' Retreat

Call for Nominations 2020
June 15-20, Toronto

Nominations Due February 1st 2020

The Editors of Curriculum Inquiry are pleased to invite nominations for the 2020 Curriculum Inquiry Writing Fellowship (CIWF) and Writer’s Retreat, to be held at the Ontario Institute for Studies in Education, from June 15 to 20. Up to eight Fellows will be selected to participate in a four-day writer’s retreat and workshop, culminating in potential publication in Curriculum Inquiry in 2021.

The CIWF seeks to support emerging scholars, including advanced doctoral students, recent graduates, and junior faculty (within three years of completing doctoral degree), who are contributing to new directions in curriculum studies. We are particularly interested in work that emphasizes critical, anti-oppressive, decolonizing, Indigenous, trans, queer, disability, and other approaches that seek to “Brown” or otherwise interrupt hegemonic and normative approaches to curriculum studies. Nominations for emerging Indigenous scholars and scholars of color, as well as disability scholars are particularly encouraged. Please note that authors that have previously published in CI are not eligible.

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Call for Papers for special issue: "Curricular Confrontations in the Wake of Anti-Blackness and in the Break of Black Possibilities"

This special issue of Curriculum Inquiry aims to give readers and curriculum workers entry points into an expansive, interdisciplinary dialogue on anti-Blackness in curriculum studies. We ask contributors to consider how the heterogeneity of Black being and becoming, which inherently encompasses the multiplicities of Blacknesses within the African Americas as well as across a diaspora inhabited by African, Caribbean, and Afro-Latinx peoples, is (mis)represented in the overall project of knowledge (re)generation as historically and currently undertaken in the west. With deference to scholars like George Dei, Cynthia Dillard, Stuart Hall, bell hooks, Fred Moten, Christina Sharpe, Sylvia Wynter, and Frank B. Wilderson III, among many others, we theorize anti-Blackness as epistemic, ideological, material, and spiritual violences against Black peoples. These manifestations of anti-Black violences are contoured by a hyper-climactic obsession with and disregard for Blackness as bonded to Black bodies, experiences, and knowledges. Moreover, we understand the (mis)representations, absences, and erasures of Black peoples in curriculum studies as factors informing Blackness being imagined solely in opposition to intellectualism and humanity.

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Call for Nominations

Curriculum Inquiry 2019 Writing Fellowship and Writers' Retreat

June 17-22, Toronto, Canada

Nominations due February 1st

The Editors of Curriculum Inquiry are pleased to invite nominations for the 2019 Curriculum Inquiry Writing Fellowship (CIWF) and Writer’s Retreat, to be held at the Ontario Institute for Studies in Education, June 17 to the 22. Up to eight Fellows will be selected to participate in a four-day writer’s retreat and workshop, culminating in a panel presentation at OISE and potential publication in a special issue of Curriculum Inquiry in 2020.

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48(3) a Special Issue on Essays from the 2017 Curriculum Inquiry Writers' Retreat is now available online →

Issue 48(3) of Curriculum Inquiry, a special issue on Essays from the 2017 curriculum Inquiry Writers' Retreat, is now available online with a free access editorial, Publishing as pedagogy: Essays from the 2017 Curriculum Inquiry Writers’ Retreat by Neil T. Ramjewan, Christy Guthrie and Rubén Gaztambide Fernández

48(1) a Special Issue on Educative Practices and the Making of (Non)Citizens is now available online →

Issue 48(1) of Curriculum Inquiry, a special issue on Educative Practices and the Making of (Non)Citizens, is now available online with a free access editorial, Desirable and disposable: Educative practices and the making of (non) citizens by guest editors Brenda N. Sanya, Karishma Desai, Durell M. Callier & Cameron McCarthy.

Call for Nominations

Curriculum Inquiry 2018 Writing Fellowship
and Writers' Retreat
June 19 - 23, Toronto, Canada

Nominations due February 15th

The Editors of Curriculum Inquiry are pleased to invite nominations for the 2018 Curriculum Inquiry Writing Fellowship (CIWF) and Writer’s Retreat, to be held at the Ontario Institute for Studies in Education, June 19 to the 23. Up to eight Fellows will be selected to participate in a four-day writer’s retreat and workshop, culminating in a panel presentation at OISE and potential publication in a special issue of Curriculum Inquiry in 2019.

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