Transnational Curriculum Inquiry

An online journal published by the International Association for the Advancement of Curriculum Studies (IAACS), Transnational Curriculum Inquiry represents a forum for scholarly dialogue about curriculum research from national, regional, and transnational perspectives. The journal supports the development of a global yet nonuniform field of curriculum studies. Oriented for an international readership, the first issue of the journal was released in 2004. Since that time, one to three issues have been released each year. A peer-reviewed journal that seeks to encourage transnational conversations in curriculum inquiry, Transnational Curriculum Inquiry continues to be guided by Neil Gough of La Trobe University, the founding editor. Other editors include Catherine Camden Pratt, Lyn Carter, Melanie Ruchel, and Julie White.

In the inaugural issue of Transnational Curriculum Inquiry, Gough described the mission of the journal to build transnational and transcul-tural solidarities in postcolonial curriculum inquiry and to do so in such a manner so that innovative forms of global inquiry do not merely replicate or assimilate local and national forms of curricular discourse and practice. Gough discussed the reconceptualization of curriculum studies to form new constituencies and coalitions: democratic, multicultural, and transnational citizenries. He proceeded to pose the question that remains as a central issue for the journal: How can national democracies with diverse histories and different social contexts collaborate to prepare future labor for a global economy and prepare citizens for an international polity? Topics addressed in the journal include human rights; democratization; national, ethnic, and religious identities; issues of gender, racial, and social justice; the concerns of indigenous peoples; and poverty and social exclusion.

Sections of the journal include keynote addresses and presidential addresses from the World Curriculum Studies Conference, articles, commentaries and conversations, and book and media reviews. A sampling of published essays includes “A Vision for Transnational Curriculum Inquiry” by Noel Gough, “A Bridge Between Chinese and North American Curriculum Studies” by William F. Pinar, “What Can Schools Do? Knowledge, Social Identities and the Changing World” by Lyn Yates, “Curriculum Making on the Edge of Europe in the Age of Globalization: Two Alternative Scenarios” by Francisco Rodrigues Sousa, “Bildung and the Internationalization of Curriculum Studies” by William F. Pinar, “Curriculum Studies and Transnational Flows and Mobilities: Feminist Autobiographical Perspectives” by Janet L. Miller, and “Rendering Dimensions of a Liminal Currere” by Pauline Sameshima and Rita L. Irwin.