Journals
The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum, pedagogy and assessment. Papers reporting empirical studies and theoretical analyses from a range of perspectives, including philosophical and historical, are welcome. The journal particularly welcomes papers that include attention to the implications for policy and practice that arise from theoretical and empirical work.
The journal makes a specialist contribution to knowledge related to the educational phases that impact on children from the early years to adulthood.
The Curriculum Journal received its first Journal Impact Factor in 2022 and its 2024 Journal Impact Factor is 1.7. The journal ranks 260/756 in the Education and Educational Research category, placing it in the second quartile. Its Journal Citation Indicator is 0.78 and its Citescore is 3.4.
The editorial team of the journal is as follows.
Editors
Gordon O. Ade-Ojo, University of Greenwich, UK
Carol Azumah Dennis, The Open University, UK
Associate Editors
Kason Ka Ching Cheung, The Education University of Hong Kong
Grace Healy, David Ross Education Trust, University College London, University of Oxford, UK
Kathy Hibbert, Western University, Canada
Alex Kumi-Yeboah, University at Albany, USA
Juhong Christie Liu, James Madison University, USA
Arlyne C. Marasigan, Philippine Normal University, Philippines
Lucy Rycroft-Smith, University of Cambridge, UK
Claire Sinnema, University of Auckland, New Zealand
Ismail Özgür Zembat, University of Glasgow, UK
Book Reviews Editor
Paulette Johnson, The Open University, UK
BERA Members should click on the ‘read this journal online’ button in the top-left corner of this page to use their free access to Curriculum Journal.
Click here for author guidelines, including instructions on how to submit. When you are ready to submit your article, please do so through this page.
To request permission to reproduce material from Curriculum Journal please contact our publisher, Wiley.
The editors of the Curriculum Journal would like to publish a number of special issues during their tenure and are therefore seeking proposals from people interested in guest editing a special issue of the journal. For more information, click here.
The annual Curriculum Journal Editors’ Choice Award recognises the best papers published in the journal. The 2024 editorial team (led by Mark Priestley and Stavroula Philippou) selected the following paper for the 2024 award:
The editors say: ‘This is an excellent paper that critiques, utilising spatial and temporal constructs, the normalisation of colonial place-making and cultural hegemonies in Australia, through the curriculum.’
The editors also commend the following papers:
The March 2024 issue of the Curriculum Journal featured the inaugural Curriculum in Professional Practice forum. The forum provides a dedicated space for rigorous dialogue that engages professionals and active researchers with contemporary curriculum theory and debates. In doing so, it contributes to the aims of the journal by placing curriculum at the heart of educational discourse and practice. The journal recognises the diverse roles professionals play in curriculum research and practice, and the multifaceted identities that those who engage with curricular issues hold.
The forum launched with two article formats: Perspectives and reflections and Curriculum dialogue. Perspectives and reflections articles are designed to allow authors to share their professional insights on specific curriculum issues. These articles may also be given in response to a particular special issue or article. Curriculum dialogue articles enable a written interchange between authors on a curriculum-related area of research and practice. The Curriculum in Professional Practice forum will be a recurring feature within each issue of the Curriculum Journal. The editors warmly welcome proposals for future Perspectives and reflection and Curriculum dialogue articles. Full author guidelines and proposal forms can be found on the journal’s website.
Lecturer at The Open University
Carol Azumah Dennis has worked in higher education since 2010, first at the University of Hull where she was employed initially as a lecturer in education and programme director for post-16 teacher education, and later as programme director for...
Professor of Language and Literacy Policy in Lifelong Learning and Academic Lead for the CPD portfolio at University of Greenwich
University College London
Grace Healy is Education Director (Secondary) at the David Ross Education Trust. She has held various leadership roles with a focus on curriculum/teacher development and Initial Teacher Education. Grace is an Honorary Research Fellow at the...
Distinguished University Professor and Associate Dean at Western University
Dr. Kathy Hibbert is a Distinguished University Professor, former Acting Dean and Associate Dean at Western’s Faculty of Education, in London Canada. Her research examines how our abilities to ‘read’ texts, and to use and understand...
Associate Professor at University of Auckland
Claire Sinnema is associate professor at the University of Auckland’s Faculty of Education and Social Work. Her research focusses on the improvement of teaching and learning across four main strands: educational leadership, curriculum,...
Assistant professor at Education University of Hong Kong
Dr Kason Cheung is an assistant professor of STEM Education at the Education University of Hong Kong. He obtained his doctoral degree at the Department of Education, University of Oxford. He is managing several educational research projects in...
Researcher at University of Cambridge
Lucy Rycroft-Smith is a writer, researcher, speaker and designer in mathematics education, with particular expertise as a creative knowledge broker. She has a PhD from the University of Cambridge in knowledge brokering – investigating ways in...
University of Albany
Professor and Director of Instructional Design at James Madison University
The Open University