The Curriculum Journal
Vol. 35, n°2, 06/2024
EDITORIAL
Mark Priestley, Stavroula Philippou
ORIGINAL ARTICLES
- Framing, classification, and conceptual linkages: What can interdisciplinary practice in small secondary schools contribute to the curriculum conversation?, Annie Termaat
- Compulsory versus voluntary extensive reading: Investigating English learners' perceptions, proficiency and school banding, Art Tsang, Daniel Fung
- Feedback levels and their interaction with the mathematical reasoning process, Robbert Smit, Patricia Bachmann, Heidi Dober, Kurt Hess
- Educational strategies leading to labeling the gifted pupil, Eva Klimecká
- Historically restricted or historically empowered? Differences in access to historical content knowledge between low- and high-SES pupils, David Rosenlund, Magnus Persson
- The effects of international mobility on teachers' power of curriculum agency, Ana Mouraz, Audrey Doyle, Isabel Serra
- Space as a lens for teacher agency: A case study of three beginning teachers in England, UK, Elizabeth A. C. Rushton, Amy Bird
- Decolonizing the curricula of an English teacher preparation program: An exploration of U.S. short stories in the Global South, Marisol Massó
- Anibal Quijano: (Dis)entangling the geopolitics and coloniality of curriculum, Jairo I. Fúnez-Flores
CURRICULUM IN PROFESSIONAL PRACTICE FORUM
- Curriculum in Professional Practice: A spotlight on professionalism-in-context through dialogue, Grace Healy, Matthew Courtney, Hermione Paddle, Letizia Riddell
- Exploring decolonial and anti-racist perspectives in teacher education and curriculum through dialogue, Haira Gandolfi, Terra Glowach, Lee Walker, Sharon Walker, Elizabeth Rushton
- Re-imagining historical thinking: An Indigenous informed view of history education's philosophical roots, Katherine E. Wallace
- What can curriculum contribute to preventing forced marriage?, Lottie Howard-Merrill
BOOK REVIEW
- Theorizing shadow education and academic success in East Asia: Understanding the meaning, value and use of shadow education by East Asian students, Jun Li
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