Reviewed by: Cheryl LaGuardia, Research Librarian, Widener Library, Harvard University
JCT: Journal of Curriculum Theorizing is “an interdisciplinary journal of curriculum studies… that offers an academic forum for scholarly discussions of curriculum.” It aims to “present compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.” Three issues are supposed to be published each year, in April, September, and December. As of December 2008, the journal became open access, with issues from that date freely available online. JCT is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year.
The current issue of JCT, Vol 30, No 2 (2014), includes an editor’s Introduction; three sections: General Themes, Higher Education, and Engaging Texts; and the winner of the 2013 Graduate Student Paper Award from the Bergamo Conference, “Reterritorializing Locations of Home: Examining the Psychopolitical Dimensions of Race Talk in the Classroom.” The first paper in the General Themes section, “A Brief and Personal History of Post Qualitative Research: Toward “Post Inquiry,” by Dr. Elizabeth St. Pierre, was the 2013 keynote address at the Bergamo Conference. The paper’s abstract notes: “In this paper, the author explains her difficulty with the disconnect between the concepts and practices of “conventional humanist qualitative methodology” and postmodern and poststructural theories, especially the disconnect between their ontologies. She describes her own history as an academic researcher who studied humanist qualitative methodology and post theories simultaneously but separately, illustrating the too-common separation of qualitative methodology from the epistemology and ontology with which it is entangled. She encourages scholars to actually use the ontological critiques offered by the “posts” and to engage the new empiricisms of the ontological turn, perhaps using futural concepts as methods in post qualitative inquiry or “post inquiry.”” Other papers in this issue include, “Elementary Teachers’ Design of Arts Based Teaching: Investigating the Possibility of Developing Mathematics-Music Integrated Curriculum” and “Toward a Posthumanist Education,” written by nine authors, the abstract for which notes: “The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly.”
Previous issues of JCT include such articles as, “Internationalization, Internalization, and Intersectionality of Identity: A Critical Race Feminist Re-Images Curriculum,” “Raising the House of Rousseau: Historical Consciousness in the Contemporary ECE Teacher Education Classroom,” “Critical Literacy: Bringing Theory to Praxis,” “Pedagogical Change and Mourning in Elementary Teacher Education,” “The Public Pedagogy of Student Activists in Chile: What Have We Learned From the Penguins’ Revolution?,” and ‘"You Must Accept Them and Accept Them With Love"--The Privileged Elite and the Struggle for Educational Justice.’ This journal will most likely appeal to pedagogically postmodern and post-structural researchers whose emphasis is on ontological educational theory.