Where Innovative Curriculum Scholarship is Cultivated

Archival Project

The current JCT editorial team is very excited to (re)publish Issue 1, Volume 1 of the Journal of Curriculum Theorizing.  This issue is the first of what we hope to be many republished archived issues. The editorial team has been collecting older issues and then uploading the digitized articles to the website. As we do not have access to all the articles in each issue, the issues will be republished on the website as an incomplete and ongoing project. We hope to fill in the gaps as we receive access to more articles. Please contact us with questions or information regarding this archival project at: managingeditor@jctonline.org.

You may access Issue 1, Volume 1 at: http://journal.jctonline.org/index.php/jct/issue/view/Winter%201979

Best Regards,

JCT Editorial Team

Call for Papers

The Curriculum of Disability Studies: Multiple Perspectives on Dis/Ability

Journal of Curriculum Theorizing Special Issue

Guest Editors:

Jamie Buffington-Adams, PhD   

Kelly Vaughan, PhD 

In this special edition of the Journal for Curriculum Theory (JCT), we seek articles focused on The Curriculum of Dis/Ability Studies. Please note that we embrace a Disability Studies perspectives that dis/ability cannot be represented narrowly; therefore, we seek to highlight a multiplicity of voices (representing different experiences and academic fields) to address dis/ability in education and society.  As such, we are calling for articles from those who identify as curriculum scholars, practitioners, and disability studies scholars. Strong submissions would draw from both the literature of Curriculum Studies and the literature of Disability Studies (and/or Disability Studies in Education).

Articles may address one of the questions below; however we will also consider pieces with other themes that draw from both Curriculum Studies[1] and Disability Studies[2].

  • How do/could scholars bring a disability studies perspective to address the quintessential curriculum studies questions: What knowledge is of most worth? Who decides? Who benefits?
  • How do/could educators in pre-K -16 spaces employ a disability studies perspective in their pedagogical and/or curricular approaches to education?
  • How do/could scholars incorporate disability studies perspective in their work for social justice within schools?

Please note that we seek to compile seven to ten brief (five to seven page) articles for this special edition.  Please submit your 2500 – 3500 word article to jabuffin@iue.edu by May 5, 2018. Please include a cover sheet with your biographical information, institutional affiliation, and contact information. Your article must include your theoretical framework, methodological approach, findings/themes, and significance.  You article should not contain any identifying information.

You will be notified if your proposal was accepted by mid June, 2018.

Jamie Buffington-Adams
Assistant Professor
School of Education, Indiana University East

Kelly Vaughan
Assistant Professor
School of Education and Counseling, Purdue University Northwest

[1] We draw attention to the fact that JCT is “[h]istorically 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.”

[2] Please note that we draw from the Disability Studies in Education SIG, which conceptualizes disability studies as a way  “to promote the understanding of disability from a social model perspective drawing on social, cultural, historical, discursive, philosophical, literary, aesthetic, artistic, and other traditions to challenge medical, scientific, and psychological models of disability as they relate to education.”  Disability Studies, as a field, is committed to social justice in schools and society. It is also important to note that the “interest, agendas, and voices of people labeled with disability/disabled people” are central. (http://www.aera.net/SIG143/Disability-Studies-in-Education-SIG-143)


Position opening at OkState


School of Teaching, Learning, and Educational Sciences

Stillwater, Oklahoma

is seeking applicants for

Assistant Professor in Curriculum Studies .

Start Date:  Fall, 2018

The Curriculum Studies Program, housed in the School of Teaching, Learning, and Educational Sciences (STLES) in the College of Education, Health, and Aviation at Oklahoma State University, is seeking an outstanding scholar and a leading professional to assume the role of Assistant Professor, tenure track, with specialization in Curriculum Studies. 

APPLICATION INFORMATION: The process of reviewing applications will begin March 1, 2018, and will continue until a successful candidate is selected (contingent upon available funding). To apply, please visit http://jobs.okstate.edu and submit a letter of application, curriculum vita, statement of teaching, and statement of research interests (including comments regarding current and future research pursuits), transcripts, and the names and complete contact information (phone, email, physical mailing address) of three professional references.  All letters of reference should be emailed to Lisa Baker at lkbaker@okstate.edu directly from the recommending individual.

See the full description of responsibilities and required qualifications at:

OSU Curriculum Studies Position




Call for Papers

Curriculum Theorizing in The Post-Truth Era

Journal of Curriculum Theorizing Special Issue

Guest Editors:

Rouhollah Aghasaleh, PhD   

 Ligia (Licho) López López, PhD 

The guest editors of Journal of Curriculum Theorizing invite article submissions for a special issue on Curriculum Theorizing in The Post-Truth Era. Submissions from established and new scholars are welcome. The special issue will be published in Spring 2019.

After the 2016 presidential election many scholars, institutions of higher education, and educators have released statements to support minoritized communities, immigrants, and other historically underserved groups. Several urban school districts reported a major drop in school attendance by Latinx and LGBTQI students who feel threatened and unsafe. The intensification of discourses and the performance of (what has been socially constructed as) racism, misogyny, xenophobia, and bigotry are unquestionable. How is education participating, resisting, refusing, and reinscribing these discourses and practices? During her concession speech, Clinton said the nation is “more deeply divided than we thought.” She was referring to a breakdown of the election results and the existing racial, gender, faith, class, and educational disparity. Education as a proxy of privilege is critical here. However, with Republicans controlling the executive, legislative, and judicial branches of the government, higher education will become even less accessible to populations living “in an alternative reality.” This makes public education more important and our work, as educators, even more critical. Some questions to ponder are: How do we teach those whose perspectives differ from us? What are the funds of knowledge of young people in Trumster families? What is the role of education in engaging with a large group of US citizens who relate to post-truth politics?

To this end, educators, students, curriculum scholars, and activists across the country have written on issues such as the problem of a “neutral” curriculum for education, the role of educators, social justice education, undocumented students, fake news, women’s lives, environmental justice, ethno-nationalims, school re-segregation, the clash of civilizations, and more.

This special issue will address questions such as:

  • How did post-truth emerge and what were the conditions of its possibility?
  • What is the place of curriculum theorizing in this post-truth politics era?
  • How could professional organizations and scholars of education navigate the post-truth era?
  • How do post-truth politics affect critical curriculum theory and practice?
  • How can critical educators work with minoritized communities, immigrants, Black and Brown folx, Indigenous and first nation peoples, Muslims, and groups of marginalized students and their families?
  • How could educators reach out to children of the Trumpsters in their classrooms? What are their funds of knowledge? And how would these inform the field of curriculum theorizing?
  • How will social grassroots movements and issues that threaten immigrants, communities of color, LGBTQI communities, etc. inform public education in the post-truth era?
  • Are there elements of the clash of civilizations thesis operating in generating the current states of affairs societies are seeing in and beyond the United States?
  • What historical and philosophical means could be invoked to meditate and sit with in the present moment?
  • What futurities might we see emerge from a persistent refusal of the orders that have come to normalize the violence inflicted on particular bodies?

* This special issue welcomes alternative formats such as, but not limited to, spoken word poetry, comics, arts-based approaches, essays in addition to more conventional research publications, working papers, theoretical pieces, and historical analysis.

Please, submit your 500-word abstract to jctposttruth@gmail.com by February, 28 2018.

Important Dates:

Abstracts Due:                 Feb. 28, 2018

Decision on Abstracts:     Apr. 30, 2018

Full Manuscripts Due:     Aug. 30, 2018

Publication:                      Spring, 2019

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 published by the Foundation for Curriculum Theory and 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.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues are available freely and exclusively online to all individuals and institutions.

Contributors to the Journal of Curriculum Theorizing retain copyright to their work. ISSN: 1942-2563

Rouhollah Aghasaleh, PhD

Department of Middle and Secondary Education, Georgia State University

Email: raghasaleh@gsu.edu

Ligia (Licho) López López, PhD

Melbourne Graduate School of Education, The University of Melbourne

Email: lllopez@unimelb.edu.au

William Doll

The Bergamo Leadership Team and JCT Editorial Staff join the many others who were saddened to learn of William (Bill) Doll’s passing.  Dr. Doll gave a keynote speech at the 2011 Bergamo conference entitled “Our Mistake is in our Thinking.”  A true pioneer in the field of curriculum theory, Dr. Doll was actively involved in supporting both JCT and Bergamo.  We send our condolences to the Doll family and the countless scholars who were inspired by his work.   Please see the obituary below for more information.

With great sadness we announce the passing of William Elder Doll, Junior. Bill died peacefully at home in Cobble Hill, BC, Tuesday, December 27, 2017, at the age of 86. He is survived by his wife Donna, her children Jennifer, Sarah and Luke and grandchildren Maeve, Cate, and Reuben; and by his first wife Mary Aswell Doll, their son William, wife Catherine, and grandchildren Alexander and Mason.

Bill Doll was a teacher and teacher educator who achieved the highest honors in his field, praised for his commitment, work ethic, passion, and unrelenting desire to advance curriculum studies internationally. He attended Cornell University, graduating with a B.A. degree in 1953. The M.A. was conferred by Boston University in 1960, and the Ph.D. by the Johns Hopkins University in 1972. After teaching in elementary and middle schools for 15 years, Doll began teaching at the State University of New York at Oswego and, briefly, at the University of Redlands in California. Between 1999 until his retirement in 2007, he held the Vira Franklin & J.R. Eagles Endowed Professorship at Louisiana State University, where a conference room and a fellowship have been named in his honour; the William E. Doll, Jr. Archive – preserving his papers and correspondence – is located in the LSU Library. After retiring from full-time teaching and research Doll was appointed adjunct professor first at the University of Victoria, then at the University of British Columbia where he and Donna Trueit co-taught until 2015. As tribute to Doll’s incredible achievements, a collection of his most memorable essays was published by Routledge in New York under a title that names the areas of Doll’s expansive expertise: Pragmatism, Postmodernism, Complexity Theory: The Fascinating Imaginative Realm of William E. Doll, Jr.

As Bill strolled through life he proactively encouraged us all to pursue our dreams and generously supported us to achieve them. He touched the hearts of many and helped lost souls find their way. In addition to being dignified, courteous, and gracious, he will be remembered for his ebullient laughter, joie de vivre, positive spirit, and uplifting attitude–not to mention the bow ties. If asked, he was always “Ipsy pipsy, A # 1, Yankee Doodles Dandy!” He is much loved by family, friends, students and colleagues and he will be sadly missed. His wonderful life should be joyously celebrated! Whoosh!

A funeral is scheduled for 1pm on Saturday, January 6, 2018 at St Frances Xavier Church, 790 Kilmalu Road, Cobble Hill, BC with a reception to follow at the same location. All are welcome to attend and celebrate Bill’s life. In lieu of flowers, please send donations to William E. Doll Curriculum Theory Project Superior Graduate Student Scholarship. You may make your gift online by visiting
http://www.lsufoundation.org/givetoHSE, under Designations click to “choose a fund,” then scroll down to choose “other” and type in William E. Doll Curriculum Theory Project Superior Graduate Student Scholarship.
If you prefer to send in a check, please mail to the LSU Foundation, 3796 Nicholson Drive, Baton Rouge, LA 70802.

Condolences can be sent to https://www.hwwallacecbc.com/obituaries/?ref=send-condolences
The family would like to thank Cowichan Home Support for their dedicated and caring staff.

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