Where Innovative Curriculum Scholarship is Cultivated

Dr. Erica R. Meiners

Erica R. Meiners is author of several books including For the Children? Protecting Innocence in a Carceral State (University of Minnesota 2016) and articles in wide range academic journals, magazines, blogs and anthologies including Meridians, Women’s Studies Quarterly, Harvard Educational Review, Radical Teacher, American Quarterly, Captive Genders, and In These Times. She is the Bernard J. Brommel Distinguished Research Professor at Northeastern Illinois University, where she is a member of her labor union, University Professionals of Illinois, and she teaches classes in justice studies, education, and gender and sexuality studies.  She is recipient of numerous awards and grants including a 2009-2010 fellowship as the Lillian Robinson Scholar at the Simone de Beauvoir Institute in Montreal, a 2011-2012 research residency at the Institute for Research on Race and Pubic Policy, the 2015 Henry Trueba Award from the American Education Research Association, a 2016 Soros Justice Fellowship, and other recognition from the Illinois Humanities Council, Woodrow Wilson Foundation, and US Department of Education. Most importantly, Erica is involved with a range of ongoing and queer mobilizations for liberation, particularly movements that involve access to free public education for people during and after incarceration: In 1998 Erica co-founded and still teaches at an alternative high school for people exiting prisons and jails, and in 2011 started work with others to organize education and art programs at Stateville Prison.

 

Dr. Lance T. McCready

Lance T. McCready is an Associate Professor of Urban Education at the Ontario Institute for Studies in Education, University of Toronto. He is an internationally renowned scholar of LGBTQ youth experiences in urban communities and schools. His academic career was inspired by over two decades of grassroots organizing and popular education in the Black and LGBTQ youth communities in New York City, Atlanta, Georgia, the San Francisco Bay Area, Minneapolis, Minnesota and most recently Toronto, Ontario. He was the first youth board member of Gay Men of African Descent in New York and coordinated the Drop-In Center of the Hetrick-Martin Institute, one of the oldest and largest organizations in North America supporting LGBTQ youth. He has written extensively on intersectionality, the marginalization and resilience of gay and gender non-conforming Black male students. He is an experienced leader of community-based research and evaluation projects and has been funded by SSHRC, Ontario HIV Treatment Network, City of Toronto, and Ontario Ministry of Education.

Jerry Rosiek, PhD
University of Oregon

Jerry Rosiek received his Ph.D. from Stanford University. He is currently a professor at the University of Oregon in the Department of Education Studies and is affiliated faculty in the Department of Philosophy. His empirical scholarship focuses on the way teachers think about
the mediating effects of culture, race, class, gender,
sexuality and social context on student learning. Most recently he completed a ten-year study on the curricular effects of the racial resegregation of a public school in the U.S. Southeast. The book based on that study is entitled
Resegregation as Curriculum: The Meaning of the New Segregation in U.S. Public Schools and won the AATC 2016 Book of the Year Award. Jerry’s theoretical scholarship explores the way pragmatic philosophy, new materialist philosophy of science, indigenous philosophy, and critical race theory provide promising ways to think outside of necessary, but increasingly wearisome foundationalism vs.
anti-foundationalism debates in the social sciences. His writing has appeared in major journals including Harvard Educational Review, Education Theory, Educational Researcher, Qualitative Inquiry, Curriculum Inquiry, Educational Psychologist, & the Journal of Teacher Education, as well as in The Handbook of Narrative Inquiry, The
Handbook of Teacher Education Research, The Handbook of Educational Ethnography, The Handbook of Curriculum, Pedagogy, and Assessment, and the Handbook of Arts-Based Research. He is also a father of a ten year old daughter, and a lead member of an award winning competitive BBQ Team.

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

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