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Two of ½¿É«µ¼º½â€™s journals, British Educational Research Journal and Curriculum Journal , have announced their annual Editors’ Choice Awards, recognising papers published in their 2024 volumes. ½¿É«µ¼º½ and the editors extend their warm congratulations to the authors.

British Educational Research Journal Editors’ Choice Award 2024

The winning paper for British Educational Research Journal is

• Kay L. (2024). ‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education. British Educational Research Journal, 50(2): 632–52.

The editors say: ‘This paper is theoretically and methodologically strong and interesting. It has a good potential to have an impact on policy/practice in early childhood education.’

The editors also commend the following papers:

• Clarke, E. (2024). Voices from the edge: Girls’ experiences of being at risk of permanent exclusion. British Educational Research Journal, 50(2): 855–75.

• Azpitarte, F. & Holt, L. (2024). Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1. British Educational Research Journal, 50(1): 414–43.

Curriculum Journal Editors’ Choice Award 2024

The 2024 editorial team (led by Mark Priestley and Stavroula Philippou) selected the following paper for this year’s prize:

• Smith, B. (2024). Curriculum as invader: Normalising white place in the Australian curriculum. Curriculum Journal, 35(1), 108–12.

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:

• Mouraz, A., Doyle, A., & Serra, I. (2024). The effects of international mobility on teachers’ power of curriculum agency. Curriculum Journal, 35(2), 237–253.

• Béneker, T., Bladh, G., & Lambert, D. (2024). Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project. Curriculum Journal, 35(3), 396–411.

• Swift, D., Clowes, G., Gilbert S., & Lambert, A. (2024). Sustaining professionalism: Teachers as co-enquirers in curriculum design.
  • The editors note that all the authors of this paper are practitioners.