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The Curriculum Journal publishes special issues on a range of topics in curriculum studies. You can access previous special issues as examples .

The current editors of the °ä³Ü°ù°ù¾±³¦³Ü±ô³Ü³¾Ìý´³´Ç³Ü°ù²Ô²¹±ô 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, to be published from 2026 onwards. 

We are seeking expressions of interest, of up to 1,500 words, outlining: 

• the topic/theme for the special issue 
• a rationale explaining why that topic/theme is important and timely 
• ·É³ó²âÌýCurriculum Journal would be an appropriate journal for the special issueÌýÌý

Please refer to the Curriculum Journal’s :

The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum theory, as well as curriculum-making practices. It encompasses issues relating to governance and policy development, teacher professional learning, assessment and pedagogy, insofar as they pertain to curriculum. 

The editorial vision of the current editorial team encompasses the Curriculum Journal as driven by an impassioned commitment to enhancing the ethical imagination through decolonisation, anti-racist pedagogies and the embodiment of equity, diversity and inclusion. 

Each special issue proposal is invited to provide:

• an indication of possible contributors and contributions (e.g., shortened abstracts; or an indication that it will be an open call and your strategies for promoting the call. We suggest including between five and 12 papers) 
• a proposed timeline that would work for the guest editors 
• a short biography for each guest editor. We recommend having at least two guest editors. Please consider the diversity of the guest editorial team and/or including experienced researchers alongside early career researchers to help with capacity building. 

All contributions to special issues will go through the journal’s standard peer-review process, which means that acceptance of individual contributions is not guaranteed. The editors will work with the guest editors throughout the review process. 

We particularly welcome proposals that are international in scope and involve contexts from across the globe including Europe, Africa, the Caribbean and Australasia – with a view that the UK education system will learn from such international knowledge. We have identified the following themes as indicative (but by no means exhaustive) areas in which we would welcome contributions; however, we strongly welcome other proposals, and all will be considered by the editors and editorial board.

1. Curriculum in a digital age: navigating AI, commodification and / or algorithmic truth 
2. Creative, critical and emerging methodologies for curriculum explorations 
3. Reconceptualising curriculum studies 
4. Curriculum in challenging political times 
5. Curriculum as transformation / re-purposing / re-imagining the curriculum 
6. Curriculum through the lens of gender and intersectionality 
7. The inclusive / anti-racist / neuro-diverse curriculum 
8. Internationalising the curriculum 
9. Home and international perspectives on curriculum policy reform – the view from England, Scotland, Northern Ireland, Wales, the Netherlands, New Zealand and elsewhere
10. Curriculum making as praxis 

Proposals should be submitted to publications@bera.ac.ukÌýÌý