Focus and Scope

The Journal of the Canadian Association for Curriculum Studies (JCACS) publishes articles in both French and English that address curriculum issues of interest to Canada and Canadians and an international readership. As the one domain of educational discourse that originated from and is particular to education, curriculum studies is here understood broadly—not simply as a consideration of mandated programs of study, but as a theorization of those complex structures within which teaching and learning occur. Since the first issue was published online in Spring 2003, the journal has contributed in significant ways to expanding notions of what “curriculum studies” might mean and what it might include. The mandate of JCACS is to publish scholarly, and some creative, works that provoke philosophical and theoretical debate, respond to critical questions and issues of interest to curriculum scholars, feature the work of Canadian curriculum scholars, explore new perspectives on the history of curriculum studies, and describe curriculum pedagogies in elementary and secondary schools, undergraduate and graduate courses, and informal or community-based settings. In its content, the journal aims to reflect the diverse scholarship of the member organization that provided its original mandate: members of the Canadian Association for Curriculum Studies (CACS) also include scholars and practitioners affiliated with Arts Researchers and Teachers Society (ARTS), Canadian Critical Pedagogy Association (CCPA), Science Education Research Group (SERG), Language and Literacy Researchers of Canada (LLRC), and Regroupement pour l’étude de l’éducation francophone en milieu minorité/Francophone group for the study of education in a minority context (REEFMM).

Editors-in-Chief: Theodore Christou and Christopher DeLuca

Book Review Editor: Sara Matthews

Editorial Assistant: Jason Shulha

Section Policies

Articles

Open Submissions

Indexed

Peer Reviewed

Book Reviews

Open Submissions

Indexed

Peer Reviewed

Curriculum Genealogies

“Curriculum Genealogies” are an occasional feature of the journal that focuses on the re-representing of previously published curriculum scholarship and, whenever possible, retrospectives written by authors of those articles. Following the work of Foucault, we use the word “genealogy” to remind ourselves and readers that inquiries into the relationship between past and current events is always a critical interpretive practice that aims to discern the ways in which particular discourses constitute the objects, practices, and/or subjects that are available for study. A “curriculum genealogy,” then, is understood as a representation of the way in which the objects, practices, and subjects/subjectivities of curriculum studies have been co-created.

Open Submissions

Indexed

Peer Reviewed

Curriculum Lives

“Curriculum Lives” is a feature dedicated to the occasional publication of essays that focus on the impact of particular scholars on the field of curriculum studies. These essays might take a biographical, historical or theoretical approach. In addition to representing the work and major contributions of scholars whose work informs contemporary thinking in curriculum studies, this section also aims, whenever possible, to offer insights into the working practices of those individuals.

Open Submissions

Indexed

Peer Reviewed

Curriculum Pedagogies

“Curriculum Pedagogies” features short essays that describe both undergraduate and graduate courses
in curriculum studies being taught at universities and colleges in Canada. In addition to offering some practical information about the what and the how of curriculum studies courses in Canada, these essays also deal with pedagogical issues emerging from the teaching of these courses. Therefore, we encourage essays that both describe and analyze critical issues that have arisen in the teaching of curriculum studies in Canada. We encourage authors to include course outlines as appendices to their essays and, as well, copies of bibliographies that are offered to students.

Open Submissions

Indexed

Peer Reviewed

Aesthetic Interventions

Open Submissions

Indexed

Peer Reviewed

Peer Review Process

The Editorial Review Board consists of noted curriculum scholars representative of the range of scholarship reflected in the association’s membership-at-large. In addition to curriculum theorists, the editorial board includes members whose research contributes to the fields of language and literacy, critical pedagogy, teacher education, arts education, francophone education, and education in the disciplines of science, social studies, and mathematics. JCACS relies on a standard of blind review. Prospective authors submit manuscripts online and the manuscript is first reviewed by the editors to determine whether the content is suitable for the journal and whether it appears in a format ready to be sent out for blind review. If a submission is deemed unsuitable, the editors will respond to the author(s) with a brief explanation and possible suggestions for resubmission or for publication elsewhere. Once a manuscript is deemed suitable for review, the editors consider the expertise of individual editorial review board members in deciding to whom the manuscript should be sent for review. Editorial review board members are asked to submit their completed review within 4-6 weeks. The editors will carefully consider the recommendations and suggestions made by the reviewers, but will not necessarily be bound by them. Authors will be informed via e-mail whether their manuscript has been accepted or rejected for publication, or whether to revise and resubmit in response to recommendations. Regardless of the decision, the editors will forward reviewer comments to authors. Generally, except for work destined for themed issues, manuscripts will be queued for online publication according to the date of final acceptance.

Publication Frequency

JCACS is published bi-annualy.

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.