The Women’s Studies Program at The University of Akron invites applications for a full-time, annually renewable, non-tenure track position as College Lecturer starting on August 27, 2012.

The job responsibilities include teaching a 24-hour course load across the 9-month academic year, keeping office hours, assisting students enrolled in assigned courses, maintaining good colleagueship, and making occasional service contributions to the program, college, and university as required. Salary is competitive. Full-time College Lecturers are members of Akron-AAUP’s bargaining unit faculty, are covered by that collective bargaining agreement, and are eligible for promotions as detailed in that agreement.

Required are an earned PhD or equivalent in women’s studies or related discipline in hand at the time of appointment; evidence of strong teaching performance, including course evaluations; and graduate training and/or scholarship in women’s studies and/or disciplinary feminist studies. It is desirable for a candidate to have experience with the teaching of courses cross-listed with women’s studies, as well as with the scholarship of teaching and learning.

UA’s multi-disciplinary Women’s Studies Program offers an undergraduate minor and certificate and a graduate certificate in women’s studies. Housed in the College of Arts and Sciences (A&S), which encompasses the arts, humanities, social sciences, and natural sciences, the affiliated faculty and elective course offerings in women’s studies span these A&S divisions as well as the Schools of Education and Law. Teaching opportunities within the Program include Introduction to Women’s Studies, Feminist Theory, and special topics courses.

The University of Akron is a state-assisted metropolitan university in northeastern Ohio with approximately 29,000 students and offering 300 academic degree programs. UA’s Institute for Teaching and Learning coordinates, promotes, and supports efforts across campus to improve the success of our students both inside and outside the classroom and advances scholarship on teaching and learning processes.

For complete details and to apply please visit:www.uakron.edu/jobs. Job ID# 7303.

Review of applications will begin on June 1, 2012; however, the search will remain open until the position is filled. The University of Akron is committed to a policy of equal employment opportunity and to the principles of affirmative action in accordance with state and federal laws.

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 been, used to codify socio-political/ideological context. However, we maintain that the reconceptualist move to deconstruct curriculum history has struggled to extricate itself from progressive axioms which are wedded to a teleology of reason, a form of “high modernism.” Consequently, we must return to the difficult terrain of extricating curriculum history in ways which disrupt it from the normative tenets of modernism. As we return to the project of reconceptualizing curriculum history we utilize a remembrance pedagogy which challenges us to live not in the past but in relation with the past, acknowledging the claim that the past has on the present (Simon, Rosenberg, and Eppert 2000). This return will require new theorizing regarding the normative tropes of modernism and the extent to which linear narratives and positivistic aspirations for a ‘science’ of history have allowed the field of curriculum studies to become increasingly ahistorical. We find this ahistoricism problematic, resulting in a false neutrality which has served to deintellectualize and depoliticize the curriculum field at the same time as it casts historical work as either a form of nostalgia or complicit in the maintenance of the grand narratives.  Our hope for this special issue is to disrupt history and engage in a difficult return to the work of reconceptualizing curriculum history.

The implications of a “new” curriculum history (Baker, 2009) for re-imagining traditional narratives such as, for example, the common school movement as the origin of public education or the concept of public education as critical to democracy, disrupt a historiographical approach that has been focused on transforming the curriculum by constructing a unifying narrative that reflects fundamental or universal pedagogical and social beliefs. Dominant themes like democracy, progress, the common school movement and the relation of school to the history of America have come to function as “real” and taken for granted truths that obscure more complex, complicated and disorderly histories. Any attempt to move away from the “real” of progressive linearity requires a refracted lens that views historical inquiry from multiple disciplinary perspectives and allows for the eradication of linearity and origins as a disciplinary infrastructure and instead provides space for an understanding of the way ideology and memory operate in the minutia of everyday life in the present. Viewed in this way, history becomes a permeable force in the present moment and reveals the mechanisms by which we enact, and are enacted upon by what Foucault termed ‘the redistribution of discursive space.’ In terms of perspective, the present dominance of linearity and progress produces a misdirected gaze; a gaze that needs as fuel an identification of/with monumental events from which we can build our narratives. Curriculum theorizing is in a transitional position that requires resistance to the historically constructed search for grand narratives and origins. We call for curriculum theorists to instead utilize inter/cross disciplinary analytical frameworks to pursue a formulation of historical curricular inquiry that replaces linearity with porosity and acknowledges the simultaneity of past and present.

This special issue seeks to reexamine the relationship between curriculum history and curriculum theory. Based on the belief that history is theoretical, this issue seeks to consider the question of the nature of history/historiography in its various ontological, epistemological, methodological and ideological/discursive manifestations. While the very nature of history-specifically what constitutes time, space, place and subjectivity-is under debate, this issue will also address the practice of history including the ethical, methodological, archaeological, archival, and textual problematics of engaging in and writing history. Lastly, this issue will include pieces that are grounded in historical research, specifically those which engage the reader to reconsider the relationships between curriculum history and theory. Special attention will be given to those pieces which are interdisciplinary, drawing on fields such as anthropology, gender studies, postcolonial studies, queer theory, religion and philosophy, cultural studies, international studies and literary studies.

References:

Baker, B. (Ed.). (2009). New Curriculum History. Rotterdam: Sense Publishers.

Simon, Roger J., Rosenburg, Sharon, & Eppert, Claudia, (Eds) (2000). Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma. New York: Rowman & Littlefield.

Authors wishing to submit manuscripts in response to this call for proposals must have their work submitted via email to both Petra Munro Hendry <phendry@lsu.edu> and Annie Winfield <awinfield@rwu.edu> no later than June 15, 2012.  All manuscripts will be subject to a double-blind review process. Potential authors will be notified of their acceptance in this issue by Oct 1, 2012, with revisions to be completed by February 1, 2012 and an expected publication date of April, 2013.

Manuscripts should be prepared according to the author’s guidelines posted on the JCT website <http://journal.jctonline.org/index.php/jct/about/submissions#authorGuidelines>. Please note that these requirements include that the manuscript ascribe to the following guidelines:

1. Abstract of 150 words.
2. No more than 25 pages in length including references
3. Double-spaced throughout
4. 1-inch margins on all sides
5. Written in 12 point, Times New Roman
6. Footnotes should be gathered at the end of the paper
7. Utilize the 6^th edition of the American Psychological Association

Questions pertaining to this call for proposals should be addressed to Petra Munro Hendry <phendry@lsu.edu> or to Annie Winfield <awinfield@rwu.edu>.

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 ideas that respond to the complexities of lived experience and political struggle, the dilemmas of historical change, the intersections of art, embodiment and interpretation as powerful sources for curriculum inquiry, theoretical reflection, and emancipatory practice envisioning hope, possibility, and change. Tradition and meaning that have stabilized the definition of multicultural education turn on ontological, epistemological, and methodological axes by provoking the question, what possibilities for hope does the multicultural imagination incite? Claims to ontological categories and hierarchies, epistemologies of identity and difference, and posthistorical methodologies of disjunctions and proliferations present multicultural education as a contested field in contemporary curriculum theorizing. In cultivating the multicultural imagination, this issue advances various forms of curriculum theorizing in the hope that profound and embodied transformations are thinkable, even possible. This special issue grows out of rich conversations with curriculum scholars who have resisted established orthodoxies and current disciplinary mandates, participated in political struggles for equity and inclusion, and provoked us to think otherwise about the liberating possibilities of reading, telling, and teaching of other lived experiences, other histories, other futures, and the place of our own embodied experiences within these other stories. In so doing, we not only read, tell, and teach the past but position the present moment interrupting the momentum of a seemingly determined history to push the limits of possibility toward an imagined future.

Contributions to this special issue welcome diversity of fields, epistemologies, methodologies, and perspectives as well as geographical and institutional diversity. Authors wishing to submit manuscripts in response to this call for proposals must have their work submitted via email to both Suniti Sharma <suniti.sharma@utb.edu> and JoAnn Phillion <phillion@purdue.edu> no later than April 1, 2012. All manuscripts will be subject to a double-blind review process. Potential authors will be notified of their acceptance to this issue by July 1, 2012 with an expected publication date of December 2012.

Manuscripts should be prepared according to the author’s guideline posted on the JCT website <http://journal.jctonline.org/index.php/jct/about/submissions#authorGuidelines>. Please note that these requirements include that the manuscript ascribe to the following guidelines:

1)      No more than 25 pages in length including references

2)      Abstract of no more than 150 words in addition to the 25 pages

3)      Double-spaced throughout

4)      1-inch margins on all sides

5)      Written in 12 point, Times New Roman

6)      Footnotes should be gathered at the end of the paper

7)      Utilize the 6^th edition of the American Psychological Association

Finally, while questions of quality are of paramount importance to the inclusion of manuscripts for this special issue, given the nature of this special issue topic, alternative and innovative uses of JCT’s online formatting are encouraged. Questions pertaining to this call for proposals should be addressed via email to Suniti Sharma at <Suniti.Sharma@utb.edu> or JoAnn Phillion at <phillion@purdue.edu>, the guest editors for this special issue.

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 the power of counter narrative as a means to contest the official or meta narrative that often portrays disenfranchised individuals and groups as deficient and inferior. It is our intention that the counter narratives selected for this special issue challenge traditional ways of engaging in and interpreting curriculum research and affirm the significance of curriculum inquiry as a form of liberatory or radical democratic practice. It is also our intention that counter narratives help tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and encourage examination of the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression and suppression on the life and curriculum in schools, neighborhoods, and communities in the South.

The counter narratives of contested race, gender, class, power, and place are exemplified in Narrative of the Life of Frederick Douglas (Douglass, 1845/2004), Incidents in the Life of a Slave Girl (Jacobs, 1861/2001), Borderlands: La Frontera (Anzuldua, 1987), A Voice from the South (Cooper, 1988), Woman, Native, Other: Writing Postcoloniality and Feminism (Minh-Ha, 1989), Making Face, Making Soul: Creative and Critical Perspectives by Women of Color (Anzaldua, 1990), Faces at the Bottom of the Well: The Permanence of Racism (Bell, 1992), Savage Inequalities: Children in America’s Schools (Kozol, 1992), Their Highest Potential: An African-American School Community in the Segregated South (Siddle-Walker, 1996), Ghetto Schooling: A Political Economy of Urban Educational Reform (Anyon, 1997), Troubling the Angels: Women Living with HIV/AIDS (Lather & Smithies, 1997), Decolonizing Methodologies: Research and Indigenous Peoples (Tuhiwai Smith, 1999), A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape (He, 2003), Red Pedagogy: Native American Social and Political Thought (Grande, 2004), Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit (Archibald, 2008), Race Is–Race Isn’t: Critical Race Theory and Qualitative Studies in Education (Parker, Deyhle, & Villenas, 1999), and Personal~Passionate~Participatory Inquiry into Social Justice in Education (He & Phillion, 2008). The counter narratives are also demonstrated in Southern women writers’ fictions such as Their Eyes Were Watching God (Hurston, 1937/1965/2000), Strange Fruit (Smith, 1944), Killers of the Dream (Smith, 1949/1961), The Bluest Eye (Morrison, 1970), and The Color Purple (Walker, 1982).

This dialogue on narrative of curriculum in the South is originated from an exploration of the issue of place in Curriculum as Social Psychoanalysis: The Significance of Place (Kincheloe & Pinar, 1991), continued in An Indigenous Curriculum of Place (Ng-A-Fook, 2007), This Corner of Canaan: Curriculum Studies of Place & the Reconstruction of the South (Whitlock, 2007), The Autobiographical Demand of Place: Curriculum Inquiry in the American South (Casemore, 2008), and other works outside the field of curriculum studies such as Rooted in Place: Family and Belonging in a Southern Black Community (Falk, 2004), and Belonging: A Culture of Place (hooks, 2009). This dialogue is further invigorated by the analyses of the South begun by William M. Reynolds and Julie Webber in The Civic Gospel: A Political Cartography of Christianity (2009), continues to emerge in A Curriculum of Place: Understandings Emerging through the Southern Mist (Reynolds, in press) and in narrative analyses of the life in the South in South to a Queer Place: An Interdisciplinary Collection of Queer Lives and Southern Sensibilities (Whitlock, in press), A Quiet Awakening: Spinning Yarns from Granny’s Table in the New Rural South (Haynes, in press), Are You Mixed? A War Bride’s Granddaughter’s Narrative of Lives In-Between Contested Race, Gender, Class and Power (Carlyle, in press), and Exile Curriculum: Compelled to Live In-Between (He, in press).

In the Foreword, the Guest Editors provide an overview of diverse forms of curriculum inquiry and theoretical traditions of counter narrative illuminated in autobiography, biography, memoir, novel, short stories, documentary film, film, paintings, poems, songs, and artworks. Introducing the featured articles, the Editors invigorate conversations on contributions, potentials, and challenges of using counter narrative in diverse social justice oriented forms of curriculum inquiry. Afterthought by a scholar with expertise in curriculum studies in the South invigorates more dialogues on narrative of curriculum in an increasingly diversified, complicated, and contested South. We particularly call for manuscripts composed by curriculum inquirers who explore eclectic ways of engaging in activist oriented inquiries, tell counter narratives, and critically reflect upon their backgrounds, experiences, and values and the ways in which their personal histories, languages, cultures, identities, and experiences affect who they are as curriculum workers, how they interact with others, and how they live their lives in the South. We sincerely hope that curriculum inquirers to be featured in this issue raise challenging questions; transcend inquiry boundaries; transgress orthodoxy and dogma; research silenced narratives of underrepresented or disenfranchised individuals and groups with hearts and minds; embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change; exile voluntarily; and work with underrepresented or disenfranchised individuals and groups to embody a particular stance in relation to power, freedom, and human possibility and to promote a more balanced and equitable human condition that embodies cultural, linguistic, and ecological diversity and plurality of identities of individuals, groups, tribes, and societies that is conducive to the flourishing of creative capacities that invigorate intellectual, emotional, moral, and spiritual existence for all.

Authors wishing to submit manuscripts in response to this call must have their work submitted electronically as Microsoft Word documents (doc/docx) to Ming Fang He and Sabrina Ross, the guest editors for this special issue, via both of their emails <mfhe@georgiasouthern.edu> and <sross@georgiasouthern.edu> no later than April 1, 2012. All manuscripts will be blind reviewed by at least two curriculum scholars. Potential authors will be notified of their acceptance to this issue by July 1, 2012 with an expected publication date of September 15, 2012. Manuscripts should be prepared according to the following additional guidelines:

1)      a cover sheet with name(s), contact information, and total word count to be included in a separate word file (NOTE: Manuscripts should not include any identifying information in headers, internal citations, or direct references to the author’s name)

2)      25 pages in length including references, double-spaced throughout, 1-inch margins on all sides, and 12 point Times New Roman

3)      endnotes preferred and references at the end of the paper

4)      the 5^th edition of the American Psychological Association required

Questions pertaining to this call for manuscripts should be addressed to Ming Fang He (mfhe@georgiasouthern.edu) and Sabrina Ross (sross@georgiasouthern.edu), the guest editors for this special issue, via both of their emails.

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 Schools; (Asst/Assoc/Full Professor) teaches doctoral level
courses; advises graduate students; teaches graduate courses in appropriate areas of specialization including
supervising Master’s teacher-research projects; conducts and publishes scholarly research; participates in
professional and funded activities.

ASSISTANT PROFESSOR (tenure-track/position #017994) in Elementary Education with a focus on one
or more of the following areas:
• Curriculum Studies/Foundational Studies
• Language Arts
• Math/Science (STEM)
Required Qualifications: Earned doctorate or equivalent degree in Education or a related field with an emphasis
in one or more of the listed areas; evidence of scholarly research and publication; commitment to participate in
LSU’s innovative and heavily field-based teacher preparation programs; commitment to working with diverse
populations in urban settings; two years of teaching experience in K-12 schools or equivalent (Equivalent experiences
would include teaching methods courses as a graduate student or supervising student teachers).

ASSISTANT PROFESSOR (tenure-track/position #017989) in Reading/Literacy Education with a strong
emphasis in grades 1-8; must be eligible for Reading Specialist Certification.Required Qualifications:
Earned doctorate or equivalent degree in Education or related field with an emphasis in Reading/Literacy;
evidence of scholarly research and publication; commitment to participate in LSU’s innovative and heavily
field-based teacher preparation programs; commitment to working with diverse populations in urban settings;
two years of teaching experience in K-12 schools, or equivalent.

ASSISTANT PROFESSOR (tenure-track/position #005498) in Counselor Education. Required Qualifications:
Earned doctorate or equivalent degree in counselor education from a CACREP-approved program; relevant
experience as a school counselor preferred, and/or strong experience with counseling children and
adolescents; licensed or license-eligible as a professional counselor or certification as a school counselor; commitment
to excellence in research, teaching, service, and evidence-based practice; record of scholarly activity
commensurate with level of experience.

ASSISTANT/ASSOCIATE PROFESSOR (tenure-track/position #018355) in Higher Education. Required
Qualifications: Earned doctorate or equivalent degree in higher education or a related area with expertise
in student affairs administration, finance, law, ethics, or administration.

ASSOCIATE PROFESSOR/PROFESSOR (tenure-track/position #000765) in Educational Leadership. Required
Qualifications: Earned doctorate or equivalent degree in educational leadership; commitment to participate
in LSU’s innovative and heavily field-based teacher preparation programs; five years of teaching experience in K-
12 schools or other appropriate venues; administrative experience at the principal or higher level in a K-12 school
setting or school district.

Salary will be commensurate with experience and qualifications, and will be based on rank filled. An offer
of employment is contingent upon a satisfactory pre-employment background check. Applications will be
reviewed beginning January 31, 2012 and will continue until candidates are selected. Apply online and see
more detailed ad at: www.lsusystemcareers.lsu.edu
LSU IS AN EQUAL OPPORTUNITY/EQUAL ACCESS EMPLOYER

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.

Faculty Position (Assistant or Associate) in Elementary Education

Department of Curriculum and Instruction

College of Education and Human Development

University of Minnesota, Twin Cities

The Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota seeks a new faculty member at the assistant or associate rank to contribute to research, teaching, and service in the interdisciplinary area of Elementary Education. Our preference is to hire at the advanced assistant or beginning associate level.

The new hire would join the highly functional Elementary Education core group made up of members of the content areas with teaching and research interests in elementary education. Applicants who locate themselves in Curriculum Studies and/or Teacher Education with an emphasis on elementary teaching and learning are encouraged to apply.

The Elementary Education programs include undergraduate, professional, and graduate programs. The existing Elementary Education licensure program is committed to preparing the highest quality teachers to work in K-6 schools. The M.A. and Ph.D. programs are designed to prepare researchers and teacher educators who can carry out research within the multidisciplinary contexts of Elementary Education. The new hire will lead the graduate program in Elementary Education as well as provide leadership in the integration of research into the undergraduate and licensure elementary education programs.

This is a full-time, tenure track or tenured position in a highly regarded college of a major urban research university with a start date in August 2011. Located in the culturally diverse cities of Minneapolis and St. Paul, the University offers unique opportunities for research and participation in varied cultural communities.  The College of Education and Human Development is one of the top ranked professional schools of education in the nation. We are an inclusive, nationally distinctive college that explores education and human development across the life span to increase the intellectual synergy and cooperative inquiry required to address the complexity of educational and social issues facing children, youth, and families in the 21st century. Additional information about the college and the department can be found on the Internet: http://www.cehd.umn.edu.

Specific responsibilities of the individual hired include, but are not limited to:

Research: Maintain a strong record of scholarship with a general focus on Elementary Education and conduct research on such issues as: elementary education teacher preparation programs, curriculum in 21^st-century elementary schools, professional development schools, and induction programs for new teachers. Applicants should be committed to securing external funds in support of their scholarly inquiry.

Teaching/Advising: Strengthen the Elementary Education track for MA and Ph.D. degrees in Curriculum and Instruction. Work collaboratively with other programs to develop supporting fields for students in the Elementary Education track.  Teach courses for our undergraduate, licensure and graduate students. Advise graduate students and undergraduate honors students in elementary education.

Service: Make strong contributions to the ongoing activities of the program, the department, the college, and the University. Participate in department, college, University, and other outreach and public engagement activities, including service on internal committees or task forces, and making presentations to external constituencies. Make strong contributions to on-going relationships with school-based partners. Participate in the activities of relevant professional organizations.

Required Qualifications:

• Earned doctorate in elementary education, curriculum and instruction, curriculum studies, teacher education or related fields.
• Minimum of 3 years teaching experience in elementary schools.
• Experience teaching at the post-secondary level.
• Evidence of or potential for strong scholarship related to elementary education
• Evidence of a commitment to equity and diversity in elementary education

Preferred Qualifications:

• Evidence of research productivity through peer-reviewed journal publications and books.
• Evidence of successful activity related to securing external research funding.
• Evidence of excellence in teacher education and student advising experience at the graduate level.
• Record of forming community/school collaborations and public engagement activities.
• Evidence of or potential for leadership in the department, on campus, and at the national level.

Appointment Details:

The individual hired will be appointed into a full-time, academic year (9-month) tenure-track or tenured position at the rank of Assistant or Associate Professor. The anticipated starting date for this appointment is August 29, 2012. Salary is competitive and commensurate with experience. Applicants applying for the position at the rank of Associate Professor would need a record of scholarship commensurate with the level of associate professor at the University of Minnesota.

Application Process: This position will remain open until filled, but the search committee will begin its review of applications on January 15, 2012. Completed applications will consist of a letter addressing qualifications, including a description of the individual’s research program and a statement indicating how the candidate meets the expectations of the position; curriculum vitae; and three reference letters from individuals who can speak to the qualifications sought in this position. An on-line application is required for this position. Please access the University of Minnesota Employment System at https://employment.umn.edu and search for Requisition Number: 175187. Supporting materials such as the cover letter and curriculum vitae may be attached electronically to the on-line application or mailed to (particularly for reference letters): Katie Louis, Elementary Education Search, Department of Curriculum and Instruction, 125 Peik Hall, 159 Pillsbury, Dr., SE, Minneapolis, MN 55455.

The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.

Procedure: Interested graduate students should have already submitted a proposal to the conference. Proposals must be accepted for presentation at the October 2011 Bergamo Conference on Curriculum Theorizing and Classroom Practice. The completed paper must be submitted by 5 PM October 3, 2011 via email to jenn.milam@uakron.edu.

Submissions must be single-authored by the graduate student and may not exceed more than 20 pages (excluding references, tables, appendices). Names and university affiliation should appear only on the cover sheet for blind review. Papers must be in APA or Chicago citation style. If no paper is identified that meets the criteria of the award, no awards will be given for that year.

Award: Publication in a future issue Journal of Curriculum Theorizing and recognition at the conference. Details regarding the specific issue of publication will be dealt with by the author of the winning paper and the editors of the Journal of Curriculum Theorizing.