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The Curriculum Journal

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.

In 2022 Curriculum Journal received its first Impact Factor, standing at 1.6. Its Journal Citation Indicator is 0.84 and its Citescore is 3.3.

The editorial team of the journal is as follows.

Mark Priestley, University of Stirling, UK
Stavroula Philippou, University of Cyprus, Cyprus

Associate Editors
Daniel Alvunger, Linnaeus University, Sweden
Grace Healy, David Ross Education Trust, University College London, University of Oxford, UK
Kathy Hibbert, Western University, Canada
David Leat, Newcastle University, UK
Nienke Nieveen, University of Twente, The Netherlands
Claire Sinnema, University of Auckland, NZ
Joseph Smith, University of Stirling, UK
Tiina Soini, Universities of Tampere and Eastern Finland

Book Reviews Editor
Emma Cooper, University of Stirling, 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.

Curriculum Journal Editors’ Choice Award 2023

The annual Curriculum Journal Editors’ Choice Award, which recognises the best papers published in the journal in 2023, has been awarded to two papers:

The editors say: ‘This is a very impressive paper that beautifully synthesises a range of complex theoretical approaches, to develop a clear thesis about enacting curriculum policy through figurational sociology and policy enactment literature.’

The editors say: ‘This is an excellent paper, characterised by incisive analysis of socio-political trends in education, exploring how neoliberalism and neoconservatism are enacted through and shape curricula and pedagogies in the context of mathematics.’

Curriculum Journal launches Curriculum in Professional Practice forum

The March 2024 issue of the Curriculum Journal features 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 launches 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.


Profile picture of Mark Priestley
Mark Priestley, Professor

Professor at University of Stirling

Mark Priestley is professor of education and the director of the Stirling Network for Curriculum Studies. He is also the lead editor of the Curriculum Journal. His research interests relate to curriculum theory, the professional work of teachers,...

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Stavroula Philippou, Dr

Associate Professor (Curriculum and Teaching) at University of Cyprus

Stavroula Philippou is an Associate Professor in Curriculum and Teaching (Department of Education, University of Cyprus). She has taught in a variety of contexts in Cyprus and abroad and has acted as a consultant for UNESCO, the Council of Europe...

Associate editors

Profile picture of Daniel Alvunger
Daniel Alvunger, Professor

Professor at Linnaeus University

Daniel Alvunger, is an Associate Professor in Education at the Department of Education and Teachers’ Practice at Linnæus University, Sweden, where he also holds a position as Dean of Teacher Education. He is a member of the research group SITE...

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Grace Healy, Dr

IOE, UCL's Faculty of Education and Society

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, including Curriculum Director, Director of a...

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Kathy Hibbert, Professor

Professor and Associate Dean at Western University

Dr. Kathy Hibbert is Professor, and Acting Dean at Western’s Faculty of Education, in London Canada. Her research examines how our abilities to ‘read’ texts, and to use and understand multimedia or other technologies, shapes our ability to...

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David Leat, Professor

Professor of Curriculum Innovation at Newcastle University

David Leat is professor of curriculum innovation at Newcastle University. From 2005 to 2016 he was executive director of the Research Centre for Learning and Teaching (CfLaT) at Newcastle. Recent projects have focussed on coaching, project-based...

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Nienke Nieveen, Professor

Associate Professor at University of Twente

Nienke Nieveen is associate professor and director of the teacher education programs at the University of Twente, The Netherlands. Her orientations are in teacher professional learning in relation to curriculum (re)design in schools, educational...

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Claire Sinnema, Professor

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,...

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Joe Smith, Dr

Lecturer in Education at University of Stirling

Dr Joseph Smith is a Lecturer in Education at the University of Stirling. His research interests concern the politics of the history curriculum and teachers’ identities as curriculum makers. He has published in The British Educational Research...

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Tiina Soini, Professor

Research Directer at Tampere University

Tiina Soini is research director and associate professor (learning and wellbeing in educational organisations) in the Universities of Tampere and Eastern Finland. Her research focusses on school development, teacher learning and agency, and the...