Diversifying the Curriculum
During 2022, Emerald will be focusing a number of journals on the theme of ‘diversifying the curriculum’ and we invite you to submit articles or proposals for special issues on this theme.
A colonial curriculum is unrepresentative, inaccessible, and privileged in nature. It selectively constructs teachings which exclude certain, often crucial narratives. It consequently prevents many of its recipients from identifying with the narratives construed, whilst appealing to a historically favoured demographic. And it ensures the continued participation and comfort of this select group of people. All of this is to the detriment of a diverse range of marginalised voices (A. Kimunguyi, Decolonisation of the curriculum – a conversation)
With this in mind, and recognising there is a strong and growing movement advocating change, how can we create an accessible curriculum and enable students to see themselves and their backgrounds reflected in the curriculum? What are the barriers? Who needs to be involved?
If you are researching in this area and would like to submit a paper to any of the following journals, then please use the links below.
- Asian Education and Development Studies
- English Teaching: Practice & Critique
- History of Education Review
- Journal for Multicultural Education
- Qualitative Research Journal
The submission deadline is 31st December 2021.
If you would like to propose a special issue on this theme for any of the journals involved, please contact Danielle Crow (email: [email protected])