Where Innovative Curriculum Scholarship is Cultivated

Call for Application for Editor

The Journal of Curriculum Theorizing

Journal of Curriculum Theorizing (JCT) is currently accepting applications for Editor. JCT 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.

In addition to the journal publication, JCT is also associated with the Bergamo Conference on Curriculum Theory and Classroom Practice. The Bergamo Conference has served as a gathering place for theorists/practitioners and practitioners/theorists, including teachers, students, scholars, administrators, and cultural workers from various perspectives and all walks of life, to join in dialogical and collaborative encounters since 1969. Committed to bringing different and diverse discourses into public conversation, the conference welcomes all viewpoints in forming a shared community of dissensus. The conference encourages innovative styles of presenting intellectual work in the field of curriculum theory. Both the journal and the conference are joined as sub-organizations under the Foundation for Curriculum Theory.

Job descriptions

Editor/President of the Foundation for Curriculum Theory 

The Editor for the Journal of Curriculum Theorizing is appointed by the current President of the Foundation for Curriculum Theory with guidance from the JCT/Bergamo Leadership Team and traditionally serves for six years. After the appointment, the editor assumes the position of President of the Foundation for Curriculum Theory in addition to the duties outlined below. The Editor’s primary responsibility is the oversight of the submission and reviewing process of the journal. Additionally, the Editor leads the Leadership Team in the planning of the journal’s annual conference held in October of every year. The tasks associated with this job include, but are not limited to, the following:

  • Choose a Managing Editor (see description below). If possible, applicants should have a list of possibilities for this position, including how institutional support might help fill it.
  • Create a Leadership Team (see section below for Leadership Team positions. For current leadership team see: http://www.jctonline.org/about/leadership-group/) for the journal, as well as other members from the field to serve in advisory capacity to the journal and annual conference.
  • Manage and hold primary responsibility for all fiscal transactions required for the conference and publication of the journal.
  • Preside over an annual Leadership Team meeting at the annual conference that includes budgetary and “health of the organization” reports.
  • Oversee processes related to journal submissions, decisions on their suitability for the journal, and proper assignment to the correct section editors.
  • Monitor the review process by ensuring that section editors have assigned reviewers and reviews are timely.
  • Work with the Managing Editor and authors on revisions and formatting changes.
  • Oversee announcements to the journal’s mailing list and readership as to the publication of new issues.
  • Aid in the promotion of both the journal and the annual conference.
  • Oversee the submission process for the conference.
  • Manage the program creation for the conference, including session scheduling, keynote speakers, and all-conference sessions.
  • Oversee the running of and logistics of the conference.
  • Oversee the various website and social media platforms associated with the journal and the conference.

Managing Editor 

The main task of the Managing Editor for the Journal of Curriculum Theorizing is to assist the Editor in the submission and reviewing process of the journal. Additionally, the Managing Editor is heavily involved in the planning of the journal’s annual conference, the Bergamo Conference, held in October of every year. In the past, this position has been fulfilled by a Graduate/Research Assistant, but could also be full-time faculty. If faculty assumes this role, it is highly recommended that institutional support provide a Graduate/Research Assistant to support the Managing Editor. The tasks associated with this job often include, but are not limited to, the following:

  • Handle the influx of journal submissions, decide on their suitability for the journal, and assign them to the correct section editors.
  • Monitor the review process by ensuring that section editors have assigned reviewers and reviews are timely.
  • Work with authors on revisions and formatting changes.
  • Aid in the publication process by selecting articles, formatting, and copyediting.
  • Make announcements to the journal’s mailing list and readership as to the publication of new issues.
  • Aid in the promotion of the journal’s annual conference.
  • Monitor the submission process for the conference.
  • Assist in creating the program for the conference, including session scheduling, keynote speakers, and all conference sessions.
  • Help with setup and the running of the conference by aiding in registration, room and board bookings, and other needs of attendees.
  • Manage and maintain the various websites associated with the journal and the conference.
  • Handle all transactions for registration for the conference.

Applicant requirements

Qualified applicants will need specific skills sets as well as institutional support (e.g. course release time, graduate assistant, etc.). Candidate qualifications include:

Required:

  • Established reputation and track record within the field of Curriculum Theory.
  • Experience in conducting and writing theory/research, sufficient to enable the individual to solicit and select research that will result in a high-quality publication that addresses the diverse interests of the readership.
  • Ability to delegate.
  • Strong organizational skills.
  • Ability to set and meet firm deadlines.
  • Strong interpersonal skills and the ability to work within a team
  • Editing experience in publishing or journalism, with ability to quickly edit articles for content, grammar, and style and to work with writers to ensure content meets high editorial standards.

Preferred:

  • Strong institutional support including but not limited to: Financial support for website hosting, journal submission management, conference submission management, and conference registration management. Financial support for graduate/research assistantships.
  • Prior experience in running an academic journal and/or conference.

Application Process

Applicants should submit the following to searchcommittee@jctonline.org by October 6, 2017.

  • Current CV
  • Rationale Statement (1000 to 2000 words) detailing the following:
    • Interest in leading the conference/journal
    • Experiences with the conference/journal
    • Possible directions for the conference/journal
  • Potential Members of Leadership Team or Statement of Purpose addressing the approach to appointing the Leadership Team
  • Letter of Institutional Support (if possible)

With any questions, email Jim Garrett – hjames@uga.edu

Search Committee Members:

Dr. H. James Garrett, University of Georgia (Chair) hjames@uga.edu

Dr. Gabriel Huddleston, Texas Christian University gabe@jctonline.org

Dr. Roland Mitchell, Louisiana State University wmitch@lsu.edu

Dr. Isabel Nuñez, Indiana University-Purdue University Fort Wayne nunezi@ipfw.edu

Leadership Team Roles 

Vice President of the Foundation for Curriculum Theory/Associate Editor of JCT Secretary of the Foundation for Curriculum Theory

Section Editor: Engaging Text 

Section Editor: Cultural Studies and Curriculum

Section Editor: Higher Education 

Section Editor: International Curriculum Discourses 

At Large Conference Leadership Member: Often Faculty chair of Graduate Student Advisory Council

At Larger Conference Leadership Member: Often Chair of Conference Awards Committee

In the next two years, the Journal of Curriculum Theorizing will be undergoing a transition of its editorial team.  In order to prepare for that transition, the journal will stop accepting new submissions at the end of 2017.  No new submissions will be taken after 12/31/2017, but we will continue to work with authors on previously submitted pieces.  We ask that if you have a submission with an outstanding Revise and Resubmit or Revisions Required decision that you submit your revisions by 12/31/2017 as well.  Any Revise and Resubmit decisions after the aforementioned deadline will be honored, but a specific timeline for returning those revisions will be discussed with the author.

Best,

The JCT Editorial Team

New Issue of JCT


The current issue of the
Journal of Curriculum Theorizing
is now out!

Thank you, contributing authors, for your thoughtful and provoking submissions.

Please access the complete journal issue at:

Journal of Curriculum Theorizing, Vol 32, No 1 (2017)

Image: Public Art. Venice, Italy. Photo by Gabriel Huddleston

2017 Call for Proposals

38th Annual Bergamo Conference on Curriculum Theory and Classroom Practice

Bergamo Conference Center, Dayton, Ohio
October 12–14, 2017

Conference Theme:

The Complicated Conversation of Curriculum Theory

Submission Dates: July 10th to August 1st

SUBMISSION AND REGISTRATION PORTALS NOW OPEN

CONFERENCE  INFORMATION AND REGISTRATION

PROPOSAL INFORMATION

PROPOSAL SUBMISSION PORTAL

 

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. The journal is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

The Bergamo Conference on Curriculum Theory and Classroom Practice has served as a gathering place for theorists/practitioners and practitioners/theorists, including teachers, students, scholars, administrators, cultural workers, from various perspectives and all walks of life, to join in dialogical and collaborative encounters since 1969. Committed to bringing different and diverse discourses into public conversations, the conference welcomes all viewpoints in forming a shared community of dissensus. The conference encourages innovative styles of presenting intellectual work in the field of curriculum theory. 

General Call for Papers

We invite teachers, students, scholars, theorists, administrators, and cultural workers to join us in this endeavor at the 2017 Bergamo Conference on Curriculum Theory and Classroom Practice. Reflecting our commitment to advance understandings of curriculum and practice, this year’s conference features speakers whose work challenges us to imagine new possibilities for curriculum and educational theorizing. The “Provoking Dialogue(s)” sessions return for a fifth year allowing for us to engage in communal discussion of new and classic curriculum texts. The conference also will feature diverse and dynamic all-conference sessions, nightly social and cultural events, and professional development opportunities targeted at current
graduate students. Organizers invite a wide range of submissions that revolve around, but are not limited to, the following categories:

  • Cultural Studies and Curriculum
  • International/Transnational Curriculum Discourses
  • Engaging Texts
  • Higher Education and Curriculum Theorizing
  • Curriculum Studies and Philosophical Perspectives
  • Curriculum Theory, Classroom Practice, and Disciplinary Perspectives

In addition to the categories listed above, submissions can take guidance from this year’s theme: The Complicated Conversation of Curriculum Theory.  By focusing on the work of curriculum as “complicated conversation,” the theme of the 2017 Bergamo Conference on Curriculum Theory and Classroom Practice invites the continued embracing and contestation of its past, present, and future. Pinar (2011) describes this work as conversation in which interlocutors are speaking not only among themselves but to those not present, not only to historical figures and unnamed peoples and places they may be studying, but to politicians and parents dead and alive, not to mention to the selves they have been, are in the process of becoming, and someday may become (p.43).

This year’s call seeks proposals that take up a reflective and relational approach involving not only historical positioning but also concerns of the self, place, the material, and the theoretical. Proposals are encouraged to simultaneously consider the past, present, and future in relation to each other or the aforementioned concerns. Participants should see this year’s theme as an opportunity to identify, critique, and, perhaps, reject barriers to new ways of knowing, being, and doing in curriculum scholarship. Lastly, submissions can consider what has been left out of the conversation thus far and expand the imaginary of what curriculum could be in a continuing state of becoming.

The Journal of Curriculum Theorizing recently updated our journal website.  This is the website where you can submit articles for review and also review submissions. You may need to reset your password when logging in the first time since the change. To change your password:

  1.  Go to http://journal.jctonline.org/index.php/jct/login/signIn
  2.  Click the “Forgot your password?” link.
  3.  Fill out the registered user’s email box with the email you used to originally sign up for the website
  4.  Follow instructions in email (look in your spam folder)

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