Journal of Curriculum & Pedagogy

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 as a means to expand perspectives on educational phenomena, from schools and cultural institutions to sites and concerns beyond school and institutional boundaries.

The journal publishes articles that explore historical, philosophical, gendered, sexual, racial, ethnic, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. Each issue also includes an arts-based educational research article and a guest-edited Perspectives section developed by leading scholars. A book and media review section also appears in the second issue of each volume.

For more information on the journal contents and ordering, please visit the Taylor & Francis JCP website.

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, 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 .

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