Curriculum and Pedagogy


Curriculum & Pedagogy Group’s 10th Edited Collection

Curriculum and Pedagogy Series, Curriculum and Pedagogy Group. Information Age Publishing (IAP)

The 2018 Editing Team invites submissions for possible publication in the Curriculum & Pedagogy Group’s peer-reviewed edited collection to be published October 2018. Drawing from the mission of the C&P Group, this volume seeks scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginaries- toward the ends of lending momentum to the ever-present and wide-open question: What is to be done – locally, institutionally, curricularlly, pedagogically with scholars and communities? We invite chapters and reflections-including alternative formats- from workers / teachers / scholars / activists across theoretical landscapes and spanning a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture and curriculum as well as to social justice, schools and society.

Deadline for 150-word abstract/intent of proposed submission: May 1

Deadline for full length Chapters and Reflections (min. 500 words max. 6000 words): June 8, 2018

Send submissions and inquiries to: 2018CP.Book@gmail.com

Additional chapter and reflection submission guidelines below:

• Submissions will be blind reviewed and should be a minimum of 500 words and a maximum of 6000 words, including footnotes and references. The cover sheet and bio is NOT included in the total. Manuscripts should follow the APA style for references and bibliography.

• A cover sheet with name(s), contact information, and total word count should be included in a separate word file. Manuscripts should not include any identifying information in headers, internal citations, or direct references to the author’s name

• Submissions need not be bound to traditional forms and can be created in a variety of creative formats, including poetry, prose, speech, image, lyrics, etc. as well as more traditionally academic papers

• Written permission to include copyrighted material as part of submission is needed for publication. If the author is pursuing copyright permissions, this must be stated on the submission’s cover page. Documentation of copyright permissions must be received no later than July 1, 2018

• Additionally, all authors should submit a brief bio (no more than 100 words) at the time of submission.

• All submissions should be sent electronically as Microsoft Word documents (.doc / .docx) to 2018CP.Book@gmail.com, as should all questions, comments, and concerns.

• Proposals due to the editors, Monday May 1, 2018.

Chapters due to editors, Friday June 7, 2018

Please email all proposals and any inquiries to 2018CP.Book@gmail

The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice.

The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.