Centre members are actively involved in curriculum research projects locally, nationally and internationally. Take a look at the projects we are engaged with as we work to make a difference together in our world, and in how curriculum is understood and applied.
Reading Pedagogies of Equity
Canadian Domestic Homicide Prevention Initiative
Climate Action Childhood Network (CAN)
Journal of Curriculum Studies
Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations.
The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability.
Journal of Curriculum Studies does not subscribe to any particular methodology or theory. As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.
|Stefan Hopman||University of Vienna, Austria|
|Zongyi Deng||Nanyang Technological University, Singapore|
|Rachel Heydon||Western University, Canada|
Journal of Childhood Studies
Journal of Childhood Studies is a peer reviewed, open access digital journal that aims to provide researchers and practitioners with a transdisciplinary space to cultivate experimental, creative, and alternative approaches to, and conceptualizations of, childhood.
|Dr. Veronica Pacini-Ketchabaw||Western University, Canada.|
|Dr. Randa Khattar||Western Univeristy, Canada|
|Editorial Advisory Board: (local)|
|Dr. Rachel Heydon||Western University, Canada|
The Curriculum Journal
The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum, pedagogy and assessment. Papers reporting empirical studies and theoretical analyses from a range of perspectives, including philosophical and historical, are welcome. The journal particularly welcomes papers that include attention to the implications for policy and practice that arise from theoretical and empirical work.
The journal makes a specialist contribution to knowledge related to the educational phases that impact on children from the early years to adulthood.
|Dr Stavroula Philippou||University of Cyprus|
|Professor Mark Priestley||University of Stirling, Scotland|
|Professor Kathy Hibbert||Western University, Canada|