Aim and Scope

CSJ is an online, open access, themed-issue journal that seeks cutting-edge, critical proposals related to the wide variety of interpretations for what social justice might mean and how it can function in educational ways of being and knowing. Wishing to keep such interpretations as open as possible in order to embrace the multiplicities of its definition and the expression of its processes for an inclusive, international journal, we conceptualize social justice to mean the myriad understandings, processes, ideas, and ideals that explicitly attend to critical questions related to equity, access, rights, and freedoms. Potential themes include, but are by no means limited to, examinations of race, class, gender, gender identity and expression, indigeneity, language, (perceived) ability, age, nationality, religion, equity and access.

Guidelines for Submission

Thank you for your interest in publishing with the International Journal of Curriculum and Social Justice (CSJ). With the exception of calls from the editors, potential guest editors will submit suggested themes for upcoming issues for review that will be reviewed biannually by our editorial board. While submissions are rolling, we anticipate that responses to proposed themed issues will be received two months after the next twice-yearly deadline. Each issue will be comprised of 7 to 10 articles in addition to an introductory article from the guest editor(s) to which we as editors will also add a short piece further framing the work and detailing our decision to publish that issue. The deadline for submissions for Volume 3, Issue 1 is February 1, 2016.

In addition to a detailed 2-3 page description outlining the significance of the theme that details how it fits the aim and scope of CSJ, proposals should also include: 1) a list of potential contributing authors with an accompanying short paragraph that details their contribution, 2) institutional affiliations for all contributors, 3) title and contact information (email and snail mail addresses) for corresponding (lead) authors. We would appreciate the following media formats:

  • Text: MS Word
  • Images: .jpg, .tif, .jpeg
  • Video: .mpeg, .mp4, .mov, .flv
  • Audio: .mp3, .wav, .aaf

When submitting contributions that are non-textual media (e.g., soundscapes, video documentaries, graphic novels), while not always necessary and at the discretion of the contributor, we find that a few pages of text that details both the media used and provides some contextualizing information to be helpful. Text documents should be double spaced, Times New Roman, 12 point font. Please refer to the most recent version of the American Psychological Associations publications guidelines (6th ed.) for all other questions of style and formatting. Individual contributions to a journal and/or an entire themed issue in languages other than English are most welcome. We request that an English translation of all such contributions also be included and we publish in the language of the author’s choice first, followed by the English translation. Although online, we encourage submissions between 25-30 pages in length. For any additional questions, please contact the editors at:


 Volume 1, Issue 2 now published. Please, click HERE to see the articles in the Second issue.


The contemporary field of curriculum studies continues to give rise to discussions about the history of marginalized/ing populations in the field and has seen a marked increase in calls for deeper participation and attention to underrepresented populations, ideas, and ideals. In response to these possibilities, we are pleased to announce a new journal and future publishing opportunity, the International Issues in Curriculum and Social Justice (CSJ). CSJ is a bi-annual themed journal that focuses on a particular question, concern, possibility, idea, ideal, or process that is related to questions of equity and social justice in the field of curriculum studies as it is broadly defined.

There are three central reasons for creating bi-annual themed issues associated with these two groups. The first is the result of wrestling with a question that in many ways spurred the creation of this publishing opportunity: how does one create space for marginalized voices without contributing to their further marginalization by providing a space dedicated for those voices? A journal dedicated to this topic based on themed issues is one way to step in addressing this central question. Second, and along similar lines, we struggled with how to provide such a space without creating yet another divide in a field dedicated to transdiciplinary, interdisciplinary, critical, creative, complex considerations of educational ways of being and knowing. This is of no small importance in light of the long rich history in education of scholars of color, women, queer scholars, international scholars, and others’ critically creative engagement with anything that might be considered to fall under the umbrella of curriculum studies, regardless (and occasionally in spite of) how the field has been framed. Our journal both acknowledges the need for a publication dedicated to equity and social justice in curriculum studies, the need for discussions to be international in scope, and explicitly enunciates our combined efforts to not create another divide in order to such a dedicated project. Finally, CSJ is an electronic publication and therefore has the elasticity to support nontextual representations, bi-lingual publications, and less traditional textual representations of scholarship, broadly conceptualized.

Because the foci of themed issues are contested terms, ideas, ideals, and processes, they have been framed as broadly as possible while retaining their intentionally critical orientation. For example, due to its international scope, marginalized voices may relate to social class rather than race, gender rather than social class, nation/state rather than race or social class, and/or sexual identity rather than race, class, gender, or nation/state. Similarly, themed issues seek to represent both scholars from traditionally underrepresented groups and scholarship about those who are most often marginalized. Encouraging international contributions, CSJ will publish articles in both the scholar’s home language and in English. Recognizing the strength of multisensory and multimodal representations, CSJ also seeks to provide scholars the space for non-textual representations as both support for textual arguments (photographs, sounds, videos) or without text (documentaries, soundscapes, mixed-media).

The first four issues of CSJ will be introduced and populated by the co-editors Walter S. Gershon, Theodorea Regina Berry, and Boni Wozolek. Following these four issues, the editors will review proposals for themed issues. The guest editor(s) will be responsible for editing the issue as well as ensuring timely submissions from contributing authors. The deadline for submission for Volume 3, Issue 1 (Spring, 2016) is February 1, 2015. Additional questions should be directed to

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