Terkko Navigator / Journal of Curriculum Studies

Resistant traditions of the Rio Grande Valley, Aztlán: advancing the decolonizing imperative in critical pedagogies

Caste biases in school textbooks: a case study from Odisha, India

Sylvia Wynter, racialized affects, and minor feelings: unsettling the coloniality of the affects in curriculum and pedagogy

Belonging and participation as portrayed in the curriculum guidelines of five European countries

Children’s existential questions – recognized in Scandinavian curricula, or not?

Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia

The revival of the process model in curriculum design: changes and challenges in the new taiwanese citizenship curriculum

A theoretical framework and questionnaire for wonder-full education

Elementary teachers’ agency: the role of perceived professional space and autonomy

Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions

Dewey’s education through occupations as being-doing-knowing: an introduction to teacher planning with creative learning units

Teaching Racial History: Enacting Curriculum in Discretionary Spaces

Teaching and learning how to handle tools and machines in vocational educational workshop sessions

Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021)

The politics of pupil self-evaluation: A case of Finnish assessment policy discourse

Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum

Compassionate anger as a mobilizer for social justice: feelings application in curriculum design

Between school and ethical–political everyday action: a comprehensive framework of the development of historical thinking

Pre-service teachers’ motivations to enter the profession

Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks

Teaching the US 2018 midterm elections: a survey of secondary social studies teachers

Reinventing character education: the potential for participatory character education using MacIntyre’s ethics

Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis

Advancing citizenship through language arts education: conceptions of rhetoric in Scandinavian national curricula

‘Charting waters of New Seas’: the scholarly contributions of Elliot Eisner

Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis

Bildung: alive and allowed? A critical study of work plan practices in Norwegian schools

Powerful knowledge and knowledgeable practice

Engaging traits of reasonableness for civic and moral development: against an unchecked apprehension of indoctrination

Hybrid forms of education in Norway: a systems theoretical approach to understanding curriculum change

Wilhelm von Humboldt’s Bildung theory and educational reform: reconstructing Bildung as a pedagogical concept

The textbook task as a genre

The legitimization of textbook reform: Strategies and challenges in China

Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik

Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England

A pedagogic compact: retrieving‘powerful’ educational knowledge from Didaktik and curriculum studies

Constructing‘powerful’ curriculum theory

The shifting powers of educational knowledge: power relations between sociology and economics of education

Analysing micro-credentials in higher education: a Bernsteinian analysis

Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countries

Bridging divides in educational theory?

The role of cultural capital in claims to educational sovereignty

Multilevel design considerations for vocational curricula at the boundary of school and work

Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum

Rejection and mutation of discourses in curriculum reforms: peace education(s) in Colombia and Germany

Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany

What is history education good for? A comparative analysis of students’ conceptions about the relevance of history

Enacting curriculum‘in a good way:’ Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes

Risk aversion in a performativity culture– what can we learn from teachers’ curriculum decision making in history?

The Curriculum in an era of global reform: Bobbitt’s ideas on efficiency and teacher knowledge