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Curriculum Perspectives - Call for Papers: Special Issue on New Perspectives on Curriculum and Democracy

Call for Papers

Special Issue: New Perspectives on Curriculum and Democracy

Edited by A/Prof Stewart Riddle, University of Southern Queensland, Australia.

Overview

There is an increasingly complex array of global crises facing young people in contemporary societies, including climate change and ecological collapse, increasing inequality, rising authoritarianism, and the de-democratisation and privatisation of public institutions. Therefore, it is timely to consider the ways in which curriculum can move beyond questions regarding the knowledge, skills, and attitudes being taught in classrooms, to broader questions of how curriculum can work towards more democratic futures for all young people. This special issue of Curriculum Perspectives will address this challenge through papers that can provide a range of innovative theoretical, methodological and empirical responses to the question of how curriculum can be for democracy in a context of de-democratisation. In doing so, the special issue will contribute directly to the journal’s aims to promote innovative curriculum thinking, multiple ways of knowing and understanding, and encourage critical and creative curriculum research and scholarship in the pursuit of more equitable, democratic, and socially just futures.

Potential topics

The special issue could include a wide range of theoretical, methodological, and empirical approaches to examining issues related to curriculum and democracy, such as:

  • Moving beyond civics and citizenship education to active engagement of young people in democracy
  • The role of powerful knowledges and the official curriculum in democratic societies
  • The utility of Dewey for a 21st century democratic curriculum
  • Democratic curriculum outside the school classroom and other formal sites of education
  • New conceptual and theoretical tools for democratic curriculum
  • Intersections, tensions and possibilities of democratic, postcolonial, feminist and other ontoepistemological positions within formal (and informal) curriculum
  • Local accounts of democratic curriculum that respond to global issues of de-democratisation, increasing inequality and rising authoritarianism

    Articles will undergo all of the journal's standard peer review and editorial processes outlined in its submission guidelines (this opens in a new tab)


Timeline


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