Special Issue Theme: Constructing a social justice curriculum policy in the 21st century
Tshele Moloi, Northwest University, South Africa (Corresponding Guest Editor, email: email@example.com)
Mogalatjane Edward Matabane, Sol Plaatje University, South Africa
Byung-In Seo, Chicago State University, USA
Clement Simuja, Rhodes University, South Africa
The word “curriculum” and “instruction” has had many definitions. Some see “curriculum” a course of study, while others it covers the topics on a syllabus. With the word “instruction,” it is associated with teachers and their duties and behaviors. Curricularist, William Schubert defined “curriculum” as “what is important to know,” and curricularist Elliot Eisner (2000) clearly stated that people teach while robots instruct.
With these definitions in mind, the guest editors propose an issue that focuses on curricular and instructional policies. For example, what are the policies that determine what is important to know? Who determines what is important to know? Why these entities? How does a country, province, or state determine what is important to know? In the United States, the school principal is considered to be the curricular and instructional leader in the school; how does this idea compare with educational leadership policies in other countries? To answer these and other inquiries, one needs to examine curricular and instructional policies.
The papers submitted for this special issue should address one of the following topics, but not limited to:
- Curricular and instructional policies in the 21st century
- Social justice issues informing the 21st century curriculum
- Policy-making process in education,
- Implementation and impact of educational policies,
- Educational and instructional leadership,
- Research theory, design, methods and evaluation in educational policy, curriculum and management,
- Economy and financial management in education,
- School effectiveness and school improvement,
- Entrepreneurship in education,
- Gender, race and social issues in educational policy, curriculum and management,
- Political ideologies and educational systems,
- Professional organisations for teachers and educational staff,
- Educational policies and social change.
Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs. Merrill/Prentice Hall.
Schubert, W. H. (1986). Curriculum: Perspective, paradigm, and possibility. Prentice Hall.
How to propose a manuscript
We request that interested scholars submit a 500-word abstract proposal for a manuscript of 4000-9000 words. The abstract proposal should describe how the manuscript will address one or more of the framing topics. Descriptions of empirical research should include the theoretical framework, methods, findings, and implications. Theoretically based research should include descriptions of the framework and concepts that underpin the research and the equivalent of methods and findings which are relevant to that genre of scholarship. Please email your submission (abstract proposal) to firstname.lastname@example.org by April 15, 2023.
Fully developed manuscripts should be submitted through Journal’s online submission system at https://repamjournal.org/index.php/REPAM/about/submissions by June 1, 2023.
For more information about Research in Educational Policy and Management, and manuscript preparation, peer-review and publication process, and publication fees please see Journal’s Author Guidelines at https://repamjournal.org/index.php/REPAM/author-guidelines
Abstract proposal submission deadline: April 15, 2023 (submission by email to Tshele Moloi email@example.com)
Full-text manuscript submission deadline: June 1, 2023 (through Journal’s online submission system)
Publication: in July 2023.