The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The
Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 7th edition format.
Peer Review Policy: All manuscripts submitted to the Journal of Curriculum and Pedagogy are subjected to a preliminary internal review, and those deemed appropriate for publication in the journal are sent anonymously to peer reviewers.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
Journal metrics
Usage
35K annual downloads/views
Citation metrics
1.6 (2023) CiteScore (Scopus)
0.925 (2023) SNIP
0.266 (2023) SJR
Speed/acceptance
10 days avg. from submission to first
decision
94 days avg. from submission to first
post-review decision
17 days avg. from acceptance to online
publication
11% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Jorge Lucero,University of Illinois, Urbana-Champaign
Miryam Espinosa,University of Texas - Rio GrandeValley
Gloria Boutte,University of South Carolina
Jenna Min Shim,University of Wyoming
Jim Jupp,UTRGV
Timothy Lensmire,University of Minnesota
Theodora Berry,San Jose State University
EDITORIAL BOARD
Adrienne Boulton, Kwantlen Polytechnic University
Albert Stabler, Appalachian State University
Annie Mason, University of Minnesota-Twin Cities
April Baker Bell, Michigan State University
Brooke Hofsess, Appalachian State University
David Carlson, Arizona State University
David Lewkowich, University of Alberta
Elizabeth Murray, UNC Charlotte
Erin Dyke, Oklahoma State University
Freyca Calderon-Berumen, Penn State University, Altoona
Glenn Savage, The University of Western Australia
H. James Garrett, University of Georgia
Jake Burdick, Purdue University
Jennifer M. Bondy, Arizona State University
Dorian L. Harrison, Ph.D., The Ohio State University at Newark
Joy Howard, University of Southern Indiana
Kindel Nash, University of Maryland Baltimore County
Laura Trafí-Prats, Manchester Metropolitan University
Leigh Patel, University of Pittsburgh
Mark Helmsing, George Mason University
Nathan Snaza, University of Richmond
Nichole Guillory, Kennesaw State University
Nina Asher, University of Minnesota — Twin Cities
Roberta Gardner, Kennesaw State University
Roger Saul, University of New Brunswick
Injeong Yoon-Ramirez, University of Arkansas
Sam Rocha, UBC
Shannon McManimon, State University of New York at New Paltz
Sheila Macrine, University Of Massachusetts Dartmouth
Spencer Salas, UNC Charlotte
Tehia Glass, UNC Charlotte
Tracey Benson, UNC Charlotte
Zac Casey, Rhodes College
Bretton Varga, California State University, Chico
Abstracting and indexing
Journal of Curriculum and Pedagogyis abstracted/indexed in:
• EBSCOhost
° Education Research Complete
° Education Source
° MLA International Bibliography (Modern Language Association)
° TOC Premier (Table of Contents)
• Gale
• ProQuest
• Taylor & Francis
° Educational Research Abstracts Online
Open access
Journal of Curriculum and Pedagogy is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
The Curriculum and Pedagogy Group is a gathering of diverse individuals seeking academic enrichment and professional engagement who are committed to educational reform and social change. We seek to create a space in which to advance the ideals of progressive curriculum and democratic leadership in education through dialogue and action. We seek to bring together individuals from diverse backgrounds—including academic workers, graduate students, school and district administrators, PreK-12 teachers, and many more cultural and educational workers from community groups and organizations—who hope to analyze, interrogate, and develop theories and practices for educational change and social justice.
Curriculum and Pedagogy Group currently provides three venues through which they push for change: an annual conference, a peer-reviewed journal, and an edited book series.
Submitting a Special Issue Proposal for consideration in the Journal of Curriculum and Pedagogy
Thank you for your interest in publishing with us. Before submitting a full proposal, please first send an outline of your idea and rough timescale to the editors at [email protected] and [email protected]. In your summary, it is important that you present a clear rationale for how the special issue would contribute to a scholarly conversation in ways beyond a mere collection of papers around a similar topic.
This will support us in making a decision in whether to invite you to submit a full proposal and whether the idea fits within the scope of the journal. Regrettably, there are periods when we have to turn away all special issue proposal issues because of the number of manuscripts already accepted and the number currently under review.
Your idea summary and timescale will be sent out to at least two Associate Editors for feedback. That feedback will be shared with the Editors of the Journal of Curriculum and Pedagogy who will reach a decision, which will be sent to you as soon as possible (typically 4-6 weeks).
If you are invited to submit a full proposal, please read these guidelines carefully and provide all of the information requested.
Full proposals should be submitted at least 18 months before the proposed publication date.
Other Important Information:
Word Count: The maximum extent of any special issue (including all content, references, bibliographies, biographies, etc.) is 43,000 words. Images, tables and other figures will reduce the amount of words available. For example, each half page image or table would reduce the word space available by at least 325 words.
Blind Review: Journal policy is that all manuscripts are blind-reviewed by a minimum of two independent referees. The selection of reviewers is at the discretion of the special issue editor(s). Please note that the journal editors will monitor the review process and reserve the right to intervene when necessary.
Copyright: All permissions and author agreements including copyright (for example permissions if you plan to include any images) are the responsibility of the special issue editor(s) to arrange.
Other information on process will be provided if your special issue proposal is accepted.
What happens now?
Your full proposal will be discussed with the Editorial Team. If accepted, the Editors will work with you regarding the next steps.
Curriculum and Pedagogy Group and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Curriculum and Pedagogy Group and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Curriculum and Pedagogy Group and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Curriculum and Pedagogy Group and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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