New Editors for the Curriculum Journal

15 June 2018

We are delighted to announce that after a very competitive process we have appointed a new team to take over the Curriculum Journal from January 2019. The lead editors will be Professor Mark Priestley (University of Stirling) and Dr Stavroula Philippou (University of Cyprus).

They will be supported by a strong team of deputy editors who are Dr Daniel Alvunger (Linnaeus University, Sweden), Professor Kathryn Hibbert (Western University, Canada), Professor David Leat (Newcastle University, UK), Dr Nienke Nieveen, (Eindhoven University of Technology and SLO, Netherlands), Dr Claire Sinnema  (University of Auckland, NZ) and Dr Tiina Soini (Tampere University, Finland).

The new team will set out their vision for the journal in Research Intelligence later this year, but the selection panel were impressed by their ambition for the journal to play a proactive role in the reinvigoration of curriculum scholarship in the UK and internationally. They will take over from the current team of Louise Hayward, Steve Higgins, Kay Livingston and Dominic Wyse, who will complete their six-year term in December and have been highly successful in developing the journal.


Find out more about the Curriculum Journal here


In a statement, joint lead editor Mark Priestley said:

‘We are delighted to take on the editorship of the Curriculum Journal. The journal has an illustrious and distinctive history, with a strong track record of both developing scholarship and research, and as a professional forum for debate in the field of curriculum studies. At a time when we are witnessing an apparent renaissance of interest – among teachers, policymakers and academics – in curricular matters, we see the journal as an important medium for developing and enhancing current debates about curriculum.

‘We believe that curriculum scholarship is at a critical junction. Curriculum scholarship in the UK was strongly influenced by the introduction of the national curriculum, becoming focussed on questions of implementation and evaluation, rather than on what might be termed more ‘independent’ or ‘expansive’ curriculum research. In recent years we have seen strong signs of a revival of curriculum research and scholarship (in Europe, for example, the growing profile of EERA’s Network 3: Curriculum Innovation and the formation of the European Association for Curriculum Studies, followed by well attended conferences in 2013, 2015 and 2017). In many countries, the curriculum has become a central core of education policy – evident in recent years in the development of new and innovative forms of national curriculum policy that emphasise the need for educational practitioners to play an active role in curriculum-making (for example, the Welsh Successful Futures initiative and Curriculum 2032 in the Netherlands). Internationally, there are significant parallel developments that greatly add to the complexity of the curriculum field. For example, American curriculum scholarship has been subject to a strong ‘cultural studies’ and post-structural turn – the so-called ‘reconceptualisation’ of curriculum studies.

‘Our primary ambition in taking on the editorship of the Curriculum Journal is to play a proactive role in the reinvigoration of curriculum scholarship in the UK and internationally. This will involve the facilitation of high quality debates around curricular issues, a strengthening of the connections with developments on the European continent, and a greater attention to curriculum theory and practice in non-European contexts, including the reconceptualist tradition in the Americas. It will entail promoting scholarship that draws upon interdisciplinary perspectives and eclectic approaches to conducting research.

‘The composition of our editorial team reflects these ambitions. It is characterised by strong Anglophonic experience, and brings together curriculum scholars from across Europe as well as Canada and New Zealand. The team’s experience – teaching, research and editorial – is broad, encompassing a wide range of theoretical and methodological perspectives from the complex landscape of curriculum studies. We perceive our role to be enabling curricular debates within the space provided by the journal, in rigorous and ethical ways.

‘There is, therefore, both an opportunity and a need to reinvigorate curriculum research and scholarship. It is our ambition that the Curriculum Journal can and should play a major role in this, building on the work of the previous editorial team, which has already made significant progress in this direction.’