Journal of Curriculum Theorizing

Call for Manuscripts Difficult Returns: Curriculum History Disrupted Special Issue of Journal for Curriculum Theorizing Guest Editors: Ann G. Winfield (Roger Williams University) and Petra Munro Hendry (Louisiana State University) The reconceptualization of curriculum studies has long acknowledged the necessity of historical perspective for the purpose of revealing the ways in which history is, and has [...]

Call for Manuscripts Cultivating the Multicultural Imagination: Lived Experience, Political Struggle, and Curriculum of Hope Special Issue of Journal of Curriculum Theorizing Guest Editors: Suniti Sharma (The University of Texas, Brownsville) and JoAnn Phillion, (Purdue University) Associate Editor: Jubin Rahatzad (Purdue University) This special issue articulates the multicultural imagination setting in motion a range of [...]

Call for Manuscripts Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Power Special Issue of Journal of Curriculum Theorizing Guest Editors: Ming Fang He & Sabrina Ross (Georgia Southern University) This special issue of JCT is a continuation of dialogue on curriculum of the South with a particular focus on [...]

Louisiana State University: ASSISTANT/ASSOCIATE/PROFESSOR (TENURE-TRACK/FIVE POSITIONS) The Department of Educational Theory, Policy, and Practice at Louisiana State University, the flagship institution of the state, seeks applicants for one or more anticipated positions beginning August 2012 in multiple areas. (All Levels) teaches undergraduate courses in appropriate areas of specialization; collaborates with schoolbased professionals in Professional Development [...]

The College of Education and Human Development invites applications for the position of Assistant or Associate professor in Elementary Education. This is a tenure-track faculty position. The complete posting follows. Please access the University of Minnesota Employment System at https://employment.umn.edu and search for Requisition Number: 175187 to access our online application.