40 Th Anniversary Of Curriculum Inquiry -Part II A Introduction To The Essay Reviews

Editorialcuri_485 335..386
40th
Anniversary of Curriculum
Inquiry—Part II B: The Changing
“Tradition” of Reviews in
Curriculum Inquiry
DENNIS THIESSEN,
ELIZABETH CAMPBELL,
RUBÉN GAZTAMBIDE-FERNÁNDEZ, AND
KELLI NIGH
Ontario Institute for Studies in Education, University of Toronto
Toronto, ON, Canada
In this segment of our editorial, we continue our account of the develop-
ment of Curriculum Inquiry (CI), with an overview of the major changes in
the journal between 1982 and 2005 and from 2006 to the present, and
especially focusing on the evolving “tradition” of reviews in the journal
since its inception. We discussed the formative period (1969–1981) of CI in
the editorial of volume 40, number 1, noting that the early years were a
time of change, some of which included the following:
Editors. Six changes in editors or co-editors
Name of Journal. Began in 1968 as the Curriculum Theory Network and, in 1976,
became Curriculum Inquiry
Sections of the Journal. Introduced the “Informal” section in 1969, the “Student”
section in 1972, the “Observation” section in 1972, the “Review” section in 1974,
the “Dialogue” section in 1978, and the “Critical Review” section in 1979
Special Issues. Published special issues on curriculum development (1971), cur-
riculum evaluation (1972), curriculum in art (1974), and curriculum theorizing
(1977)
Book Review Policy. Appeared in 1978 (emphasizing essay reviews and critical
reviews)1
Since we elaborate on the journal’s review approaches in the first 13 years
below, we will not comment any further on these early developments here,
© 2010 by The Ontario Institute for Studies in Education of the University of Toronto
Curriculum Inquiry 40:2 (2010)
Published by Wiley Periodicals, Inc., 350 Main Street, Malden, MA 02148, USA, and 9600 Garsington Road,
Oxford OX4 2DQ, UK
doi: 10.1111/j.1467-873X.2010.00485.x

except to observe that many of the later and current approaches to review-
ing curriculum texts can be traced to initiatives tried (and sometimes
abandoned) in the formative 1968–1981 period. The next two sections
concentrate on the development of the journal in the 1982–2005 and
2006–present periods. In the section, “HISTORY OF ‘REVIEWS’ IN CUR-
RICULUM INQUIRY: A FEW ADDITIONAL OBSERVATIONS,” we delve
further into the history of reviews in the journal.
CURRICULUM INQUIRY: 1982–2005
Historical Snapshot
After 1981, the journal continued to develop or refine a number of strat-
egies initiated in the formative period (1968–1981). Between 1982 and
2003, F. Michael Connelly2
was the sole editor; between 2003 and 2005, he
was one of three editors, with Ming Fang He and JoAnn Phillion. Below, we
provide a select and abbreviated list of key changes or markers between
1982 and 2005 (with a special regard for those related to reviews):3
1982 Reprinted (with corrections) “Dialogue as a Scholarly Activity” (vol. 12,
no. 1); first published in vol. 11, no. 3 (1981)
Phased out the “Critical Review” section (vol. 12, no. 3);4
subsequent reviews
published in a “Book Review” section
Change in editorial structure to editor, 7 associate editors, 9 contributing
editors, and 14 consulting editors (vol. 12, no. 4)
1983 Article by Schwab published (vol. 13, no. 3);5
invited responses to the
Schwab article (published in vol. 14, no. 2; vol. 15, no. 1; vol. 16, no. 2) with
a final reflection by Schwab published in vol. 17, no. 2
First “Editorial” written by an associate editor (vol. 13, no. 4)6
1985 Two series introduced: “Secondary Education” (edited by Mark Holmes)
and “Educational Reform: A Dialogue” (edited by Landon Beyer) (vol. 15,
no. 1)7
1986 Editorial “essays” by associate editors8
(vol. 16, nos. 3 & 4)
1987 New series: “ Personal Practical Knowledge” (edited by Jean Clandinin and
Miriam Ben-Peretz) (vol. 17, no. 3)
1988 Another series: “Beyond Implementation” (edited by Michael Fullan)
(vol. 18, no. 1)
Book review followed by exchange between reviewer and book author in
Dialogue section (vol. 18, no. 3)9
1990 Included section, “Book Review/Dialogue” (vol. 20, nos. 2 & 3)10
Revised Book Review Policy (vol. 20, no. 4)
1992 (Student) book review editor listed in the front of the journal with other
members of editorial board (vol. 22, no. 1)11
New series: “Girls and Women in Education” (edited by Johan Aitken) (vol.
22, no. 2)
336 DENNIS THIESSEN ET AL.

1999 Last “Observation” section to appear in CI (vol. 29, no. 3)
Essay review of seven books in a section entitled, “Review Essays” (vol. 29,
no. 4)12
2002 New series: “Arts-Based Educational Research” (edited by C. T. Patrick
Diamond and Christine van Halen-Faber) (vol. 32, no. 2)
2003 New series: “Multiculturalism in Curriculum Inquiry” (edited by JoAnn
Phillion and Ming Fang He) (vol. 33, no. 2)
2006 Revised Book Review Policy (vol. 36, no. 4)13
By the mid-1980s, CI had established structural and operational norms
that persisted until 2005 and, in many ways to the present (see below,
“Curriculum Inquiry: 2006–Present”). The editorial organization (editor,
associate editors, contributing editors, consulting editors) was in place.
Most issues included sections for an Editorial, Articles, Dialogues, and Book
Reviews, with the occasional section for Observations. In particular, the
Dialogue and Book Review sections emerged with an increase in frequency
and impact. Associate editors wrote “provocative and critically analytical
editorials” (a quote from promotional materials for CI produced by Black-
well, the journal’s publisher) in issues that more and more consisted of
papers that addressed related topics. Articles on contemporary issues or
themes were written as part of one of the seven series initiated at different
points during this 1982–2005 period.
In these years, the journal thus enhanced its long-standing commitment
to dialogue and debate (first defined during the CTN years),14
added a
degree of concentration in its content through the introduction of seven
series, and further developed its book review policy and practices (e.g.,
greater emphasis on reviews of more than one book). These priorities are
captured in the overview of the journal distributed by the publisher15
after
1986 where it states:
Devoted to the study of curriculum research, development, evaluation, and theory,
CURRICULUM INQUIRY brings together researchers and administrators, and aca-
demics from many disciplines in a scholarly forum to examine and debate today’s
most pressing issues and trends. Articles by curriculum specialists, evaluators, lin-
guists, psychologists, historians, philosophers, and anthropologists worldwide
explore current educational programs, innovative and controversial teaching strat-
egies, instructional theory and practice, educational psychology, the sociology of
knowledge, and other related areas of curriculum development. The journal also
features reviews of important new books and instructional materials in the field.16
(Wiley, 1989)
Reviews
Appendices 2 and 3 (Appendix 1 is in the first editorial in volume 40,
number 1) list the reviews that appeared in CI between the years 1982 and
337
40TH
ANNIVERSARY OF CURRICULUM INQUIRY—PART II B

2005.17
We discuss the development of the tradition of reviews in the
journal in greater detail below. Here, we make a few general observations
about the reviews that were published in the journal in this period.
In comparison to the formative years of the journal (1968–1981), in the
1982–2005 period, CI on average published significantly more reviews, and,
by the 1990s, with more than one book reviewed in many of the essay
reviews, the number of books reviewed each year had also increased. 18
Almost all of the texts reviewed were books. After the early 1980s, the
reviews were consistently located in a “Book Review” section. Though stu-
dents were not formally acknowledged as book review editors in the jour-
nal’s front pages until 1992, they played an important role in coordinating
the process of reviewing books throughout the period. With some of the
books reviewed, CI published replies by authors of these books in response
to the comments of their reviewers. By the late 1980s, these responses
appeared with greater frequency in the “Dialogue” section, at times, fol-
lowed by a rejoinder from the reviewers of their books.
The books reviewed covered a broad range of topics and issues. Some of
the reviews are either part of or related to one of the seven series. For
example, there were a number of books reviewed that address educational
or curriculum change (often with a focus on school reform or school
improvement), personal practical knowledge (especially as it relates to the
lives, understandings, and development of teachers), and women and
gender in education. Other areas represented in the books under review
included language, literacy, or writing; moral lives of students, teachers, or
schools; and diversity, especially in terms of the curriculum and pedagogi-
cal issues of and approaches to race, culture, and ability.
CURRICULUM INQUIRY: 2006–PRESENT
Historical Snapshot
In 2006, Dennis Thiessen became the editor-in-chief, with Elizabeth Camp-
bell and Heather Sykes as editors. There were no associate editors. Kate
Moss, an OISE graduate student, was appointed as book review editor,
continuing the tradition of student leadership in this role firmly established
in the previous period (1982–2005). Below, we list the key changes or
markers in the current period (with a special regard for those related to
reviews):
2006 Introduction of a Web-based system for managing manuscripts (vol. 36,
no. 1)
Discontinued the four remaining series: Girls and Women in Education,
Personal Practical Knowledge, Arts-Based Educational Research, Multicul-
turalism in Curriculum Inquiry (vol. 36, no. 1)
Change in editorial structure: added OISE editorial consultants (vol. 36,
no. 2)19

2008 Expansion to five issues per year, with the fifth issue fully dedicated to
reviews
Change in editorial structure: International Editorial Board replaced contributing
editors and consulting editors (vol. 38, no. 4)20
Introduction of first review issue (vol. 38, no. 4, edited by Dennis Thiessen and
Kelli Nigh). Formats included review of the literature, essay review, “classic” essay
review, book review
Change in editorial structure: Student editor (previously listed as book review
editor) re-appointed as associate editor (vol. 38, no. 4)
2009 Second review issue, devoted to The Sage Handbook of Curriculum and Instruc-
tion (edited by F. M. Connelly, M. F. He, and J. I. Phillion) (issue edited by
Rubén Gaztambide-Fernández, a guest editor, and Dennis Thiessen) (vol.
39, no. 1)
At an operational level, the current editorial team (consisting of the
editor-in-chief, two editors, student associate editor, editorial assistant)
maintains many of the procedures that were established in the 1982–2005
period. For example, we continue with the rigorous two-step manuscript
review process (i.e., preliminary internal review, with those judged as
appropriate for further consideration sent anonymously to three or more
external reviewers). Editorials continue to be essay-like and written by
editors.21
We are similarly committed to the inclusion of students on the
editorial team.
The journal has also made a number of changes that are either modifi-
cations or departures from what had been the practice in the 1982–2005
period.22
For example, the OISE editorial consultants are a more broadly
based internal network than the previous OISE faculty members who were
either contributing or consulting editors. The composition of the Interna-
tional Editorial Board includes members from a wider segment of the
global community of curriculum scholars than was the case with non-OISE
contributing or consulting editors. The biggest changes made by the
current editorial team include the publication of (1) a greater number of
articles per year; (2) a greater number of studies, with varied designs and
methodological approaches; (3) articles whose content spans a wider range
of topics, issues, and orientations; and (4) a fifth issue that is fully devoted
to reviews (see next sub-section). We have not published a Dialogue
section as yet,23
or any form of response or reply to published articles or
reviews.
To date, we have also not produced an updated statement on the scope
of the journal. The statement on the CI Web site at Wiley-Blackwell is
similar to the one cited above in the section, “Historical Snapshot” for the
1982–2005 period (see above). It states:
Curriculum Inquiry is dedicated to the study of educational research, development,
evaluation, and theory. This leading international journal brings together influen-
tial academics and researchers from a variety of disciplines around the world to
339
40TH

provide expert commentary and lively debate. Articles explore important ideas,
issues, trends, and problems in education, and each issue also includes provocative
and critically analytical editorials covering topics such as curriculum development,
educational policy, and teacher education. (Wiley-Blackwell, 2009)
This statement has been used by the publisher in various promotional
materials for most of this decade (2000–2010). It reinforces the wide scope
of the journal’s mandate, a position that, in various forms, traces back to
the journal’s beginnings.24
Reviews
We list the reviews published in the journal since 2006 in Appendix 4.
Following the pattern that was fully in place by 2001, in 2006 and 2007,
CI included only reviews (four in total in the 2 years) that discuss more
than one book. The journal expanded from four to five issues per year in
2008, with the fifth issue dedicated to reviews and the only issue in which
reviews would henceforth appear. To date, we have released four review
issues. The first applied different review formats to examine recently pub-
lished curriculum texts (vol. 38, no. 4). The second relied on essay
reviews to address the six sections of The Sage Handbook of Curriculum and
Instruction (Connelly, He, & Phillion, 2008) (vol. 39, no. 1). The third
and fourth, as part of our celebration of 40th
anniversary of CI, used
“classic” essay reviews to comment on a range of curriculum texts pub-
lished during the last 5 decades (vol. 40, nos. 1 & 2). The four review
issues have resulted in 50 reviews that, in total, describe and critique 60
curriculum texts.
The introduction of the review issue represents a new chapter in the
journal’s long-standing commitment to the review of significant products in
the field. It has varied in scope, expansive in the first issue (in the number
of different review formats used and the number of texts reviewed), inten-
sive in the second issue (in the review of The Sage Handbook), and thematic
in the third and fourth issues (on significant publications in the field over
the last 5 decades). There have not been any responses or dialogues pub-
lished where the authors of the texts reviewed discuss the comments of the
reviewer. In format, the review issue concentrates on the essay review of one
or more books or chapters, though some effort to include more descriptive
book reviews of varied but shorter lengths and a review of the literature is
also evident (see vol. 38, no. 4). While books continue to be what are most
frequently reviewed, the first review issue also featured reports, chapters,
articles, and film. The variation in format and in the kind of text reviewed
is reminiscent of some of the strategies explored during the formative years
of the journal (1968–1981). The next section takes a closer look at the
history of reviews in the journal.

HISTORY OF “REVIEWS” IN CURRICULUM INQUIRY: A FEW
ADDITIONAL OBSERVATIONS
By the end of the formative period (1968–1981), reviews were a significant
and regular part of the journal. During the 1982–2005 period, reviews
flourished alongside and eventually interconnected with the equally promi-
nent section devoted to, and named, Dialogue. These sections—Book
Review and Dialogue—were part of CI’s commitment to an open review
process (Hames, 2007, pp. 41–42). In the case of book reviews, authors
eventually knew the identity of those who reviewed their books, and
through the Dialogue section, could publicly respond to the comments of
reviewers (for a further discussion on the links between the Book Review
and Dialogue sections, see below, “Dialogue and/as Review”).25
This open-
ness can be traced to the aspirations of the founding members of the
journal. In the editorial of the first issue of CTN, the editor stated: “We
agreed that there is a need for quicker communication and livelier debate
than the formal journals can provide. We hope members [of CTN] will
prove willing to take risks, contribute unorthodox ideas, and react sponta-
neously and spiritedly” (Herbert, 1968, p. 1).
Through all three periods of its history, CI has relied primarily on the
essay review of books. The following sub-sections both illustrate this pre-
dominance of the essay review and the various developments in policy,
strategy, and structure in the journal’s approach to reviews.
Book Review Policy
Though a formal policy was not published until 1978, reviews appeared in
the first 10 years, albeit in different forms, not always in a book review
section, and indeed not always acknowledged as a review. The policy itself
was revised twice during the 1982–2005 period, and, in the current period
(2006–present), the journal’s approach to reviews is governed by a differ-
ent “policy” again, although not yet published on the inside front cover.
Below, we reprint the initial policy and subsequent revisions to show the
evolution of the official approach to the review of curriculum texts.
The first book review policy was published in 1978 (vol. 8, no. 3). It read
as follows:
We distinguish among three types of reviews: the descriptive, the essay, and the
critical. The descriptive review notifies the reader of the book’s existence as it
summarizes its arguments. It has value and can be useful in determining whether
one wishes to read the book reviewed. However, despite its virtues, we have
excluded this type of review from our concern. Our interest is with essay and critical
reviews.
The essay review tends to be a vehicle for reviewers to express their views on major
issues raised in the book being reviewed. In such an essay the particular content of
the book is transcended as the reviewer discusses ideas independent of their articu-
341
40TH

lation in the work(s) under consideration. In an essay review, one finds the reviewed
book set in relation to other works or similar themes. CI is interested in such
reviews. They will be distinct from book reviews and printed in the main section of
the journal.
The critical review is the type which we publish in our book review section. Such a
review goes beyond summary to provide possibilities of understanding a book that
one might not conceive without the aid of the review. Such a review includes the
reviewer’s response to the book and traces the relationship between this response
and the reviewer’s intellectual commitments and/or personal biography. Its
purpose is to offer the reader a coherent and possibly different perspective for
understanding the work.
Between 1978 and 1982, the review section was entitled, “Critical Reviews”;
thereafter, the section was renamed, “Book Reviews,” with the final critical
review appearing 2 years later (Glatthorn, 1984). Across the 1982–2005
period, only two reviews were explicitly listed as essay reviews (He, Phillion,
& Roberge, 1999; Villenas & Deyhle, 1999). Most reviews published
between 1978 and 1990 seem to blend the features of the essay review and
critical review, as described in the above policy, an integration that is later
reflected in the 1990 revision of the book review policy.
The revised book review policy of 1990 (vol. 20, no. 4) concentrated
more on the qualities of a good review:
We are interested in publishing pieces which are sometimes described as being essay
or critical reviews. We are not interested in reviews which do little more than
describe and summarize the text and its argument.
Our reviews give readers a flavor of the book and its arguments. Readers are then
able to judge whether or not the book is likely to be worth their reading or
purchasing. Beyond that straightforward, but important task, reviewers should
examine assumptions, data, arguments, and conclusions from an analytical and
skeptical perspective. Some reviews place the work under consideration in the
context of other important works with both similar and differing perspectives. Some
reviewers use the text as a vehicle for placing their own ideas in some larger
framework. The use of a review to develop one’s own ideas is acceptable provided
that the text itself is treated adequately and fairly.
The real value of a good review is to place the text within a comprehensive,
intellectual context. Unfavorable reviews often usefully distinguish between a dis-
agreement with the author’s assumptions and ideology and a disagreement with the
development of the argument. In making this distinction, reviewers may reveal,
without undue elaboration, their own perspective while analyzing that of others.
Similarly, favorable reviews may consider the extent to which underlying ideas of
the book are shared by author and reviewer.
A good review blends similar and dissimilar perspectives in lucid, coherent,
accessible prose. We ask reviewers to reduce jargon to the minimum necessary, and
to provide definitions where appropriate. Curriculum Inquiry is not a venue for
personal innuendo or continuing feuds. It is a forum for strong, informed intellec-
tual debate.
The emphasis in the 1990 policy statement on what constitutes appropriate
and constructive scholarly discourse and interactions followed a series of

spirited and challenging exchanges published in the Dialogue section
following a critical review of a number of books (e.g., the subsequent
dialogue of Peter Gronn’s [1988a] review of Peter McLaren’s book, School-
ing as a Ritual Performance). We discuss the challenges posed by such a
dialogue in the sub-section below, “Editing Reviews.”
The second revision of the book review policy was developed in 2005 and
published in the first issue of 2006. It repeated many of the attributes of a
good review described in the 1990 policy, and, formally acknowledged what
had been the practice for some time, that is, the preference for essay
reviews, which combines the strength of the previously defined essay and
critical reviews:
Curriculum Inquiry is interested in publishing essay reviews. Beyond providing a
flavour of the reviewed book, our book reviews are intended as opportunities for the
reviewer to develop his/her own thesis. Book reviewers are expected to raise and
treat profound issues, develop a thesis in which s/he comments on the value of the
work within its area, contextualizes the topic within the field, and develops his/her
own ideas and thoughts on the topic, drawing upon her/his experience to bring
texture to the review.
As described above (see sub-section, “Reviews” in the section, CURRICU-
LUM INQUIRY: 2006–PRESENT), since 2008, the journal has formally
altered its approach to reviews through the annual publication of a review
issue (see vol. 38, no. 4; vol. 39, no. 1; and vol. 40, nos. 1 & 2). In the next
sub-section, we say more about the strategic changes that occurred once
we shifted to an annual review issue, as part of our discussion of the
various changes in the journal’s approach to reviews across the three
periods.
Review Strategies
Despite the preponderance of essay reviews of books, the CI editors regu-
larly examined and made different strategic decisions about the journal’s
review policies and practices. In particular, they considered decisions about
the kind of curriculum text that should be reviewed, the number of texts
that should be reviewed at one time, and the type of review that should be
published. The following sub-sections outline some of the changing strate-
gic decisions in each of these areas.
More Than Books. Books have been the text of choice in most of the
journal’s published reviews. However, in both the early (1968–1981) and
the most recent (2006–present) periods, the journal included reviews of
texts other than books. In the 1968–1981 period, CTN and, after 1976, CI
persisted in its desire to encourage the review and analysis of curriculum
resources through articles that discussed various models, approaches, or
examples in support of this endeavour, including evaluating materials or
343
40TH

curricula (Tyler & Klein, 1968; Stevens & Morrissett,1968; Each, 1972; Klein
& Tyler, 1969; Munby, 1979; Rosenshine, 1972; Watson, 1971), curriculum
criticism (Mann, 1969; Vallance, 1977), and editorial criticism in curricu-
lum analysis (Werner, 1980). The journal also reviewed articles or confer-
ence papers by Willis (Tyler, 1970–1971; Walker, 1970–1971), Schwab (Fox,
1972; Westbury, 1972; Wick, 1972), Huebner (Smith, 1976), Jeynes (Corter
& Wolanski, 2008), Graves and Hansen (McCallister, 2008), and Anyon
(Luke, 2010); chapters by Bode (Kliebard, 1975), Huebner (Apple, 2010),
and Greene (Miller, 2010);26
reports on curriculum development (Apple,
1977), immigrant student success (Cummins, 2008), and primary educa-
tion (Sugrue, 2010); and films on street children (Epstein, 1999) and Harry
Potter (Helfenbein, 2008).
More Than One Text. While throughout all three periods, CI published
reviews that discussed more than one text (Apple, 1977; van Manen, 1978;
Paquette, 1989; Villenas & Deyhle, 1999; Cumming, 2008; Jones, 2008), it
was during the 1982–2005 period when these multi-book reviews flour-
ished, so much so that this was the dominant review format of the journal
between 2001 and 2007. Essay reviews that compared two or more books
probably came the closest to fulfilling the criteria introduced in the 1990
book review policy and further refined in the 2006 policy statement (see
above).
More Than One Approach. Across the years, of the various approaches, the
essay review has appeared most often in the journal. Other formats have
been used, some of which have been variations of the essay review, and
others of which have been either more descriptive reviews or more akin to
a review of the literature. The following summary outlines the range of
these past and present review formats:
Essay Review. The first essay reviews so named were written by Michael
Apple (1977) and Michael Connelly (1978). Prior to 1978, most of the
reviews published in CTN and CI had many of the features of an essay review
outlined in the 1978 policy (see above) but were not labeled as such in the
journal. As illustrated in the changing policy statements, between 1978 and
2006, the journal continued to develop its concept of an essay review, an
effort that resulted in increasingly more complex and probing reviews (e.g.,
longer, more than one book, more thematic, etc.). Two other variants of
the essay review, the critical review and the “classic” essay review, have also
had some prominence at different points in the history of the journal.
Critical Review. The critical review was first introduced in the 1978 book
review policy (see above) as one of two choices (the other was an essay
review) endorsed by the journal. Though in practice it shared many of the
characteristics of an essay review, for a time it was explicitly represented and

promoted as an alternative format. Roger Simon and Joel Weiss (1979),
co-editors of CI, in their editorial comment on a review by Willis (1979),
reminded readers of one of the core features of a critical review: “The
author of a critical review offers an enriched perspective about a book by
baring his own intellectual commitments and showing how his response to
the work is refracted through this perspective” (p. 2). Two issues later,
Weiss and Simon (1979), cited two noteworthy examples of the format
(Apple, 1979; Giroux, 1979) in an attempt to further clarify the unique
qualities of a critical review: “Both the reviews by Apple and Giroux exem-
plify our intent. They locate the text of interest within either an intellectual
or biographical framework, and from that perspective, their commentary
serves to illuminate one possible perspective from which a book may be
understood” (p. 186). Initially, then, the critical review was an essay review
“with an edge.” Over time (see 1990 and 2006 policy statements above), the
1978 policy-based distinctions between the essay review and the critical
review became less obvious in practice, with some of the distinct features of
the critical review re-cast as essential elements of a good (essay) review (e.g.,
reviewer draws on her/his own perspectives and experiences to frame
his/her comments on and assessment of the book).
“Classic” Essay Review. The “classic” essay review is exemplified in this
double anniversary issue. It applies the characteristics of a good essay review
to significant texts of the past (see our editorial in vol. 40, no. 1 for a
description of this format). In the current period (2006–present), the
“classic” essay review first appeared in the journal’s inaugural review issue
(McCallister, 2008). Though not referred to as a “classic” essay review, the
concept of re-visiting texts from bygone years traces back to the days of
CTN, for example, in Walker’s (1974, 1975) two-part review of “The Foun-
dations and Technique of Curriculum Construction: Twenty-Sixth Year-
book of the National Society for the Study of Education, 1927” (see also
Kliebard’s 1975 review of Bode).27
The exploration of “classics” reminds us
of important texts of the past and serves as reference points for both
tracking the development of key themes or issues in the field and analyzing
the continuity of and changes in these themes or issues over time.
Descriptive Review. By policy (see the 1978 and 1990 book review policies
reprinted above), the journal has had no interest in publishing descriptive
reviews, a position that was maintained without exception from 1978 to
2007. Nonetheless some pre–1978 reviews (e.g., Enns, 1977) and review-
like papers (e.g., Frymier, Russell, Bills, & Finch, 1975: published as “Cur-
riculum Comments”) were primarily “descriptive.” In the 2006–present
period, we have introduced two descriptive formats: (1) “In Brief,” a
concise (500–750 words) description of a recent publication/resource,
with a judgment about its overall value to the field (e.g., Kosnik, 2008; Nigh,
2008; Ross, 2008);28
and (2) “Book Review,” a succinct (1,500–2,500 words)
345
40TH

but critical engagement with a recent publication/resource (e.g., Gal-
lagher, 2008; Kooy, 2008; Peterson, 2008).29
In our view, comparatively
shorter descriptive reviews (especially when part of a review issue) offer
readers valuable glimpses and critiques of a greater number of recent texts
than was previously possible in the journal (e.g., vol. 38, no. 4, 2008).
Review of the Literature. Most articles and many essay reviews include
extensive references to literature relevant to the topic of the article or the
text under review. Yet few produce what might be considered a compre-
hensive review of the literature. The occasional paper (e.g., Calfee & Drum,
1978) or editorial (Conle, 2004: reviewed her own writing over the previous
decade) has certain features of a review of the literature. Elizabeth Camp-
bell’s (2008) lead essay to the first review issue—“The Ethics of Teaching as
a Moral Profession”—and William Schubert’s (2010) lead essay to this
two-issue celebration of CI’s 40th
anniversary—“Journeys of Expansion and
Synopsis: Tensions in Books That Shaped Curriculum Inquiry, 1968 to
Present”—represent the kind of comprehensive review of the literature
that has become part of the review landscape of CI.
Dialogue as/and Review
In 1978, the Dialogue section was announced in the third issue of CI, with
the first Dialogue papers published in the final issue of the same year.
Between 1978 and 2005, the section was a regular and prominent feature of
the journal. Building on the journal’s sustained interest in discussion and
debate, the section was established as a formal outlet for scholars to send in
manuscripts that commented on previously published CI papers. For
example, in response to the article by Kieran Egan (1981: vol. 11, no. 2)
entitled, “Plato’s Theory of Education Development: On the Inappropri-
ateness of Applied Psychology,” CI published a paper in the Dialogue
section of a subsequent issue by Betty Sichel (1982: vol. 12, no. 3) entitled,
“Plato’s Divided Line and Piaget: A Response to Kieran Egan.” Soon after
the inception of the Dialogue section, the responses turned into exchanges
as the authors of the original papers submitted replies to the respondents’
commentaries. In the Egan–Sichel example above, Egan (1982, same issue
as Sichel’s paper) replied to Sichel’s response in a paper entitled, “Reply to
Betty A. Sichel’s “ Plato’s Divided Line and Piaget: A Response to Kieran
Egan.” This kind of exchange was in keeping with how the editors of the
day envisioned dialogue. For example, Roger Simon (1981), one of the
co-editors, in his paper, “Dialogue as a Scholarly Activity,” noted that a
dialogue “is a series of considered responses to the written documents of
another. Such dialogue is self-consciously not private, but delivered in a
public forum. It is authored not only as an address to another but is
intended for the wider audience of one’s colleagues as well” (p. 201).

The manuscripts in the Dialogue section were also a form of review. The
initial response was a review of the previously published paper while the
subsequent reply or rejoinder by the author of the first paper was a review
of the respondent’s review. In this dialogue-as-review engagement, CI insti-
tuted a dynamic review cycle that was eventually extended to the review of
books.
Prior to introduction of the Dialogue section in 1978, from time to time,
CI published responses to book reviews, where the author of a book
reviewed in CI wrote a reply to the reviewer’s comments on his/her book.
The most extended exchange occurred following Barry Franklin’s (1977:
vol. 7, no. 1) review of a book by O. L. Davis (1976) entitled, Perspectives
on Curriculum Development 1776-1976, a yearbook of the Association for
Supervision and Curriculum Development. Davis, Jr. (1977: vol. 7, no. 2)
responded in the next issue of the journal with a paper (that foreshadows
the future Dialogue section) entitled, “The Nature and Boundaries of
Curriculum History: A Contribution to Dialogue Over a Yearbook and Its
Review.” Franklin (1978: vol. 8, no. 2) replied with “Franklin on Davis on
Franklin on Davis” and Davis (1979: vol. 9, no. 1) responded again in “The
Last Mirror: Davis on Davis on Franklin,” the final installment in this
exchange. By the 1980s, responses to book reviews were published in the
Book Review Section (e.g., Munby & Russell, 1987), and by the end of
the decade, usually in the Dialogue section (e.g., McLaren, 1988). The
common ground between dialogue and review was even more evident in
issues that located papers in a combined “Book Review/Dialogue” section
(e.g., vol. 20, no. 3; vol. 25, no. 1). Here a book review was followed first by
a response from the author of the book that was reviewed and then by a
rejoinder from the reviewer (e.g., Bullivant, 1990a; Walker, 1990; Bullivant,
1990b). Whether in combined or separated sections, in the 1978–2005
period, dialogue and book review often worked hand in hand to re-
present and critique the issues and themes examined in the book, a
“scholarly activity” that was grounded in the principles of an open review
process.
Editing Reviews
Through decisions about policy (e.g., 1978, 1990, and 2006 book review
policies), strategy (see the range of review approaches outlined above), and
structure (e.g., creating of “Book Review” section; linking or combining the
“Dialogue” and “Book Review” sections), CI editors framed and shaped the
nature and importance of reviews in the journal. Editors also assumed some
responsibility for encouraging the further development of how to write
reviews and how to engage in the dialogue that sometimes ensued about a
published work. In a number of editorials, editors either pointed out
exemplary reviews (e.g., Weiss & Simon, 1979) or offered observations or
347
40TH

advice, especially concerning the public exchange fostered by responses,
replies, and dialogues.30
From the beginning, the journal has valued academic critique and
debate. In the first editorial of CTN, Herbert (1968) referred to the possi-
bility of “livelier debate” and to the hope that readers would “react spon-
taneously and spiritedly” to what was published in the journal (p. 1). Later,
Simon (1981), in his comments on “Dialogue as an Academic Activity,”
acknowledged but accepted the challenges that can arise when authors
differ in their views on a topic or text. He argued:
A successful dialogue requires that the participants be dialecticians in the sense
referred to by Gadamer. This in turn requires of us that we accept the authors of
dialogue as they are—as people with particular sensitivities and histories. One
cannot expect that all dialogue will conform to a bloodless civil code which sup-
presses passion and arrogance, assertiveness and insecurity. However, a persevera-
tion on style is a perversion of the possibilities inherent in a dialogue. The
commitment of the dialectician cannot simply be a “show of form” but must be
understood as a call to commitment, a call which is addressed to everyone who
reads, and hence, gains access to an exchange. Thus, at its best, dialogue provokes
both thought and deed. (p. 203)
In two editorials under the same title (“Trial by What Is Contrary” and
“Trial by What Is Contrary: II”), Thomas Greenfield (1985a,b), an associate
editor, explored the complexities for both editors and authors when con-
fronted with ideas or arguments they do not support. According to Green-
field, much came down to a “simple proposition: We can know best by
juxtaposing contrary ideas. The clash of opposing ideas is not, as some
people would see it, an unfortunate strain upon social relationships, but
the very basis of knowledge itself” (Greenfield, 1985b, p. 113). The above
editors and associate editor thus defended the knowledge-generating
potential of the clash of ideas.
A decade after the introduction of the Dialogue section (and 3 years
after his editorial comments about dealing with contrariness in the review
process), Greenfield (1988) wrote another editorial, one that examined
certain considerations that are important when reviewing the work of
another.31
A section entitled, “The Confrontation of Selves,” was in part
prompted by the publication of Peter Gronn’s (1988a) review of Peter
McLaren’s book, Schooling as a Ritual Performance, and the exchange
between author and reviewer following the review. Greenfield suggested
that the exchange illustrated “the problems encountered when the line
between self, self-interest, and academic argument becomes strained, even
ambiguously thin” (p. 246). He further noted that CI editors needed to
“interpret the rule against ad hominem comment” (p. 252)—that is, they
sought to guard against and/or request revisions of statements that criti-
cized the person and not the person’s arguments—before they would
publish the exchange. In the end, Greenfield supported the publication:

The result is an exchange where matters of central importance are discussed in
language of great clarity and force. We could have made the exchange less inter-
esting, less biting, but in choosing not to do so, we hoped the great differences that
separate Gronn and McLaren in the interpretation of social reality would be clearer
as a result of this exchange, perhaps to the participants, certainly to the readers.
(p. 253)
Following the Gronn–McLaren exchange, two other exchanges pushed
the editors once again to revisit the boundaries of spirited dialogue:
the Bowers–McLaren exchange following Bowers’s (1991a) review of
McLaren’s book, Life in Schools: An Introduction to a Critical Pedagogy in the
Foundations of Education (see Bowers, 1991a,b; McLaren, 1991) and the
Urban–Kincheloe exchange following Urban’s review of Kincheloe and
Pinar’s (1991) edited book, Curriculum as Social Psychoanalysis: The Signifi-
cance of Place (see Urban, 1992a,b; Kincheloe, 1992). These exchanges were
nonetheless published as examples of clashes that make a difference to our
understanding of the perspective or issue under debate. While many criti-
cal reviews and exchanges were published, a few commentaries on or
exchanges about books never made it to the page, left on the cutting room
floor by editors mindful that not every oppositional review or dialogue
generates new insights or avoids ad hominem attacks. The revision of the
book review policy in 1990 explicitly acknowledged this “line” in the final
section: “Curriculum Inquiry is not a venue for personal innuendo or con-
tinuing feuds. It is a forum for strong, informed intellectual debate.”
Though this statement is no longer part of the journal’s review policy, CI
editors continue in their efforts to publish reviews that are both intellectu-
ally rigorous and ethically responsible.
CI ANNIVERSARY “IN REVIEW”
As this editorial documents, CI has had a rich and varied history of pub-
lishing reviews. With the introduction of an annual review issue, we are
committed not only to maintaining this tradition but also to extending the
breadth and depth of the journal’s involvement in reviews. In the editorial
to our first review issue, we explained this renewed commitment to reviews
as follows:
Reviews provide our readers with insights into the growing and diverse literature in
the field. They provide access to and critique of books that address emerging ideas,
offer alternative ways to make sense of or define enduring issues or themes, and
point to new directions. They represent a conversation among scholars, where the
comments of reviewers provide a form of engagement with authors, and as such,
serve as catalysts to how we socially construct and reconstruct our field. Reviews
therefore offer an important part of how a field both understands itself and chal-
lenges those within it to develop further. As one of the leading journals in the field,
349
40TH

we want to renew and extend CI’s involvement in reviews so as to make a contribu-
tion to this ongoing process of development. (Thiessen & Nigh, 2008, p. 353)
In our view, it is thus fitting to honour the 40th
anniversary of the journal
through a double issue of essay reviews, as our most enduring format, that
looks back to books and other published work by authors who have shaped
our field over the last 5 decades. As well, the comments of reviewers, who
themselves are scholars who have shaped and continue to shape the direc-
tion of the field, offer insightful reflections on the present and future
significance of these publications and look forward to what may be around
the corner in the development of curriculum studies.
NOTES
1. For additional information on the 1968–1981period, please see the editorial in
Volume 40, Number 1 (Thiessen, Campbell, Gaztambide-Fernández, & Nigh,
2010).
2. F. Michael Connelly had been co-editor twice before, with Joel Weiss and John
Herbert in 1972–1973, and with Roger Simon in 1980–1982.
3. In most cases, we do not indicate for what period of time a particular practice
or appointment continued. Some initiatives or posts were in place for an
extended period (e.g., the “Informal Section” appeared in the journal between
1969 and 1997). Some posts lasted for a shorter time. For example, William
Pinar was one of two book review editors (with Robin Enns) or the only book
review editor between 1977 and 1980. Other positions that appeared early in
the history of the journal were discontinued for a time only to be reintroduced
at a later point (e.g., there was an associate editor position from vol. 4, no. 1,
1973/74 until vol. 5, no. 3, 1974/75 and then not again until vol. 12, no. 4, 1982
with the appointment of four associate editors. CI continued with associate
editors until 2005).
4. The “Critical Review” section first appeared in volume 9, number 1, 1979 and
was part of most issues until volume 12, number 3, 1983. Another Critical
Review was published in volume 14, number 1 (Glatthorn, 1984).
5. Schwab’s (1983) article was entitled, “The Practical 4: Something for Curricu-
lum Professors to Do.”
6. Prior to 1983, most editorials were written by the editor. On occasion, an
associate editor, a contributing editor, or a guest editor wrote or co-wrote the
editorial (or Introduction), especially for special issues (e.g., Donmeyer, 1987;
Goldstein, 2008; Kaufman, Berk, & Herbert, 1974; Rosario & Demarte, 1977).
Between 1985 and 2005, most editorials were written by associate editors.
7. A series involved the publication of a set of articles published over a number
of issues and years on a particular area or theme. In the 1982–2005 period, CI
introduced seven series. The “run” of each series varied. The 1985 series

edited by Mark Holmes (“Secondary Education”) published two articles and
one Observation across three issues (vol. 15, nos. 1–3) while the 1988–1990
series edited by Michael Fullan published five articles (vol. 18, nos. 1–3 and
vol. 19, no.1, and vol. 20, no. 2) and an editorial (vol. 20, no. 2) across five
issues.
8. It is difficult to put an exact date on when editorials became more like editorial
essays. Certainly in earlier years, the editors wrote editorials that were clearly
essay-like about either the journal’s practices or the content of articles in the
issue (e.g., Berk, 1976; Connelly, 1971; Simon, 1980, 1981; Weiss & Simon,
1978). By 1986, as associate editors assumed greater responsibility for writing
the editorials, they also started to write and entitle these editorials in recogni-
tion of connections, threads, or themes that were common to two or more of
the papers in the issue. For a sample of these engaging and sometimes pro-
vocative essay-like editorials, please see Aitken (1995), Conle (2005), Diamond
(1999), Farrell (2001), Greenfield (1990), or Holmes (1992).
9. See review (Gronn, 1988a) and exchange (Gronn, 1988b; McLaren, 1988).
10. Combined sections also appeared in volume 27, number 1 (1997), volume 29,
number 2 (1999), and volume 32, number 4 (2002).
11. From 1992 to 2005, one or more students are listed as book review editors.
While no book review editor was listed in the journal after 1983, students had
worked closely with the editor to coordinate the book review process. Marty
Wood, an OISE graduate student, was identified as the book review editor in an
editorial she wrote in the late 1980s (Wood, 1988).
12. See Villenas & Deyhle (1999). CI had published reviews of more than one book
in the past (e.g., van Manen, 1978). Between 1999 and 2005, it significantly
expanded this multiple book review practice.
13. The change in book review policy was initiated by the editorial group in place
in 2005 and thus is included as one of the changes in the 1982–2005 period.
14. The journal began as the Curriculum Theory Network from 1968 to 1976, when it
changed its name to Curriculum Inquiry. See volume 40, number 1 for additional
information about the formative years of the journal (1968–1981). The “Dia-
logue” section was formally introduced in 1978. Earlier unnamed forms of
Dialogue usually appeared in the “Informal” section or in papers labeled
“Reply” (e.g., Nystrand, 1977), “Response” (e.g., Broudy, 1976), “Critique”
(e.g., Walker, 1970–1971), or “Comments” (Smith, 1976).
15. Curriculum Theory Network was published by the Ontario Institute for Studies in
Education from 1968 to 1976. John Wiley & Sons published CI from 1976 to
1992, Blackwell Publishers from 1992 to 2008, and Wiley-Blackwell from 2008 to
the present.
16. As of volume 14, number 4 (1984), the journal no longer published in the
inside front cover a statement that described the areas for which it welcomed
“informal and formal contributions.” Such a statement only appeared in pro-
motional materials produced by the publisher.
351
40TH

17. We are grateful to Agnes Gajewski for her assistance in the compilation of the
reviews published in CTN and CI. She took the lead in the development of the
appendices in both editorial essays (vol. 40, nos. 1 & 2) and the bibliographic
list of books, chapters, or articles reviewed by the journal, which appears at the
end of this issue. Such work requires painstaking attention to detail. Any
remaining errors, however, are the responsibility of the CI editorial team.
18. After 1990, the average number of reviews published per year and the average
number of books reviewed per year in these reviews was close to double the
number of reviews and books (or other texts) reviewed between 1968 and 1989.
19. The 14-member OISE editorial consultants group comes from all five depart-
ments at OISE. Their responsibilities include (a) periodic pre-review of manu-
scripts to assist the editorial team in the decision about whether to send it out
for external review; (b) guest editorials; and (c) advice on the policies, prac-
tices, and future directions of the journal.
20. The membership of the15-person International Editorial Board is listed on the
inside cover of the journal. Their responsibilities include (a) “ambassadors” of
Curriculum Inquiry, representing CI in their respective regions and encouraging
submissions to the journal; (b) advice on editorial polices and procedures; and
(c) reviewers and writers for CI (e.g., manuscript, essay review, guest editorial).
21. Though not identical in roles, the current editors have many of the same
responsibilities as the associate editors in the 1985–2005 period. The editor-in-
chief and guest editors also write editorials.
22. A number of the journal’s current practices are similar to a number of the
approaches introduced or tried during the 1968–1981 period (e.g., greater
focus on articles; varied review formats; diversity in content).
23. A Dialogue is scheduled for publication in 2010.
24. See the editorial in the second issue of Curriculum Theory Network (Editors,
1969). We include a quote from the editorial in volume 40, number 1 (Thiessen
et al., 2010, p. 3).
25. In the case of articles, CI has maintained a blind review process. Through the
Dialogue section, responses to articles were published often followed by a
rejoinder by the author of the article. Thus, for those articles that were further
discussed in the Dialogue section, CI utilized both forms of review, a blind
process to determine the suitability of the article for publication, and an open
process to further the discussion and debate about the content of the article.
26. The chapter was first published as an article in Teachers College Record (Greene,
1971). Miller (2010) acknowledges the original publication, but cites the article
as reprinted as a chapter in the edited collection by Pinar (1975) in her essay
review.
27. The journal also reproduced texts published in an earlier time with or without
substantial review or comment (e.g., Bode, 1975; Dewey, 1977; Snedden, 1977).
As Leonard Berk (1977), one of the co-editors, noted: “We continue our
reexamination of modern issues in ancient dress” (p. 1).

28. “In Brief” requires (a) a description of the publication/resource (e.g., struc-
ture or organization of the publication/resource, the theoretical orientation or
perspective of the author(s), and the methodological approach or line of
argument); (b) an overall evaluation of the publication/resource (strengths,
weaknesses); and (c) one to two things that are especially noteworthy about its
contribution to the field.
29. The “Book Review” requires (a) a brief description of the publication/resource
(e.g., structure or organization of the publication/resource), the theoretical
orientation or perspective of the author(s) and the methodological approach
or line of argument); (b) an overall evaluation of the publication/resource
(strengths, weaknesses); and (c) a critical analysis of the contribution of the
publication/resource to the field (referring to other references in the field to
substantiate these claims).
30. On occasion, editors or associate editors also wrote editorials to explain or
discuss such matters as the procedures used to review manuscripts (Connelly,
1984) or the challenges of journal editing (Greenfield, 1985a,b; Simon, 1980).
31. Greenfield (1988) also described other instances when he asked authors to
eliminate passages that “descended into purple prose, into prose that was
sentimentalized clichéd, or overly emotive” (p. 248).
REFERENCES
Aitken, J. (1995). The masquerade. Curriculum Inquiry, 25(2), 121–131.
Apple, M. (1977). Politics and the national curriculum policy: An essay review of
documents from the N.I.E.’s Curriculum Development Task Force. Curriculum
Inquiry, 7(4), 355–362.
Apple, M. (1979). Curriculum and reproduction. Curriculum Inquiry, 9(3), 251–257.
Apple, M. (2010). Fly and the fly bottle: On Dwayne Huebner, the uses of language,
and the nature of the curriculum field. Curriculum Inquiry, 40(1), 95–103.
Berk, L. (1976). Editorial. Curriculum Inquiry, 6(2), 99–100.
Berk, L. (1977). Editorial. Curriculum Inquiry, 7(1), 1–2.
Bode, B. (1975). On curriculum construction. Curriculum Theory Network, 5(1),
39–59.
Bowers, C. A. (1991a). Some questions about the anachronistic elements in
the Giroux-McLaren theory of a critical pedagogy. Curriculum Inquiry, 21(2),
239–252.
Bowers, C. A. (1991b). Critical pedagogy and the “arch of social dreaming”: A
response to the criticisms of Peter McLaren. Curriculum Inquiry, 21(4), 479–487.
Broudy, H. S. (1976). A reply to L. J. Waks. Curriculum Inquiry, 6(2), 130–131.
Bullivant, B. (1990a). Ethnographic portrayal of male youth culture in an Australian
inner-city school. Curriculum Inquiry, 20(3), 325–339.
Bullivant, B. (1990b). Still lost in philosophical fog: A rejoinder to James Walker’s
reply to Bullivant’s essay review of Louts and legends. Curriculum Inquiry, 20(3),
351–353.
Calfee, R., & Drum, P. (1978). Learning to read: Research and practice. Curriculum
Inquiry, 8(3), 183–249.
Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum
Inquiry, 38(4), 357–385.
353
40TH

Conle, C. (2004). Texts, tensions, subtexts, and implied agendas. Curriculum Inquiry,
34(2), 139–167.
Conle, C. (2005). Subversion and alienation, resistance and remedy: The many
faces of narrative. Curriculum Inquiry, 35(2), 127–132.
Connelly, F. M. (1971). Editorial. Curriculum Theory Network, 7, 1–4.
Connelly, F. M. (1978). How shall we publish case studies of curriculum develop-
ment? Curriculum Inquiry, 8(1), 73–82.
Connelly, F. M. (1984). Editorial. Curriculum Inquiry, 24(4), 363–365.
Connelly, F. M., He, M. F., & Phillion, J. A. (2008). Handbook of curriculum and
instruction. Thousand Oaks, CA: Sage.
Corter, C., & Wolanski, A. (2008). A review of “Standardized tests and Froebel’s
original kindergarten model.” Curriculum Inquiry, 38(4), 483–487.
Cumming, A. (2008). Research for and within literacy instruction in secondary
schools. Curriculum Inquiry, 38(4), 401–416.
Cummins, J. (2008). An essay review of Where immigrant students succeed: A comparative
review of performance and engagement in PISA 2003. Curriculum Inquiry, 38(4),
493–497.
Davis, O. L., Jr. (Ed). (1976). Perspectives on curriculum development 1776–1976. Wash-
ington, DC: Association for Supervision and Curriculum Development.
Davis, O. L., Jr. (1977). The nature and boundaries of curriculum history: A
contribution to dialogue over a yearbook and its review. Curriculum Inquiry, 7(2),
157–177.
Davis, O. L., Jr. (1979). The last mirror: Davis on Davis on Franklin. Curriculum
Inquiry, 9(1), 59–61.
Dewey, J. (1977). On industrial education. Curriculum Inquiry, 7(1), 53–60.
Diamond, C. T. P. (1999). From the tower: A palimpsest of worthwhileness. Cur-
riculum Inquiry, 29(3), 261–272.
Donmeyer, R. (1987). Beyond Thorndike/Beyond melodrama. Curriculum Inquiry,
17(4), 353–363.
Each, M. (1972). The politics of curriculum evaluation research. Curriculum Theory
Network, 8/9, 59–69.
Editors. (1969). From the editors. Curriculum Theory Network, 3, 1–2.
Egan, K. (1981). Plato’s theory of educational development: On the inappropriate-
ness of applied psychology. Curriculum Inquiry, 11(2), 123–141.
Egan, K. (1982). Reply to Betty A. Sichel’s “Plato’s divided line and Piaget: A
response to Kieran Egan.” Curriculum Inquiry, 12(3), 327–330.
Enns, R. (1977). A review of Curriculum: An introduction. Curriculum Inquiry, 7(2),
174–178.
Epstein, I. (1999). Street children in film. Curriculum Inquiry, 29(3), 375–388.
Farrell, J. (2001). On learning civic virtue: Can schooling really play a role? Cur-
Fox, S. (1972). A practical image of the “practical.” Curriculum Theory Network, 10,
45–57.
Franklin, B. (1977). A review of Perspectives on curriculum development 1776–1976.
Curriculum Inquiry, 7(1), 67–79.
Franklin, B. (1978). Franklin on Davis on Franklin on Davis. Curriculum Inquiry,
8(2), 177–178.
Frymier, J., Russell, J., Bills, R., & Finch, C. (1975). Curriculum comments. A study
of oppressive practices in school. Curriculum Inquiry, 4(4), 309–313.
Gallagher, K. (2008). A book review of Dying to teach: A memoir of love, loss, and
learning. Curriculum Inquiry, 38(4), 445–447.
Giroux, H. (1979). Paulo Freire’s approach to radical educational reform. Curricu-
lum Inquiry, 9(3), 257–272.

Glatthorn, A. (1984). Cognition and curriculum: A basis for deciding what to teach.
Goldstein, T. (2008). Bridging. Curriculum Inquiry, 38(3), 227–231.
Greene, M. (1971). Curriculum and consciousness. Teachers College Record, 73(2),
253–269.
Greenfield, T. (1985a). Trial by what is contrary. Curriculum Inquiry, 15(1), 1–6.
Greenfield, T. (1985b). Trail by what is contrary: II. Curriculum Inquiry, 15(2),
113–119.
Greenfield, T. (1988). Writers and the written: Writers and the self. Curriculum
Inquiry, 18(3), 245–253.
Greenfield, T. (1990). “The ae thing needful”: What is the meaning of this? Cur-
Gronn, P. (1988a). On the side of the angels. Curriculum Inquiry, 18(3), 355–367.
Gronn, P. (1988b). Ritual performance enfeebled. Curriculum Inquiry, 18(3),
321–324.
Hames, I. (2007). Peer review and manuscript management in scientific journals. Guide-
lines for good practice. Malden, MA: Blackwell.
He, M. F., Phillion, J., & Roberge, B. (1999). Narrative understanding of bilingual-
ism: An essay review of Language, culture and power: Bilingual families and the
struggle for quality education. Curriculum Inquiry, 29(4), 447–457.
Helfenbein, R. (2008). Conjuring curriculum, conjuring control: A reading of
resistance in Harry Potter and the order of the phoenix. Curriculum Inquiry, 38(4),
499–513.
Herbert, J. (1968). Introduction. Curriculum Theory Network, 1, 1.
Holmes, M. (1992). Moral education. Curriculum Inquiry, 22(4), 339–344.
Jones, G. (2008). The university and society. Curriculum Inquiry, 38(4), 417–432.
Kaufman, I., Berk, L., & Herbert, J. (1974). Introduction. Curriculum Theory Network,
4(2/3), 85–87.
Kincheloe, J. (1992). Curing the disease and saving the patient: A response to
Urban. Curriculum Inquiry, 22(4), 443–446.
Kincheloe, J., & Pinar, W. (Eds.). (1991). Curriculum as social psychoanalysis: The
significance of place. Albany: State University of New York Press.
Klein, F., & Tyler, L. (1969). On analyzing curricula. Curriculum Inquiry, 3, 10–25.
Kliebard, H. (1975). The rise of scientific curriculum making and its aftermath.
Curriculum Theory Network, 5(1), 27–38.
Kooy, M. (2008). A book review of Handbook of research on teacher education: Enduring
questions in changing contexts. Curriculum Inquiry, 38(4), 439–443.
Kosnik, C. (2008). An in brief review of Developing a pedagogy of teacher education:
Understanding teaching and learning about teaching. Curriculum Inquiry, 38(4),
437–438.
Luke, A. (2010). Documenting reproduction and inequality: Revisiting Jean
Anyon’s “Social class and school knowledge.” Curriculum Inquiry, 40(1), 167–182.
Mann, J. (1969). Curriculum criticism. Curriculum Theory Network, 2, 2–14.
McCallister, C. (2008). The “Author’s chair” revisited. Curriculum Inquiry, 38(4),
455–471.
McLaren, P. (1988). No light, but rather darkness visible: Language and the politics
of criticism. Curriculum Inquiry, 18(3), 313–320.
McLaren, P. (1991). The emptiness of nothingness: Criticism as imperial anti-
politics. Curriculum Inquiry, 21(4), 459–477.
Miller, J. (2010). Curriculum as a consciousness of possibilities. Curriculum Inquiry,
40(1), 125–141.
Munby, H. (1979). Philosophy for children: An example of curriculum review and
criticism. Curriculum Inquiry, 9(3), 229–249.
355
40TH

Munby, H., & Russell, T. (1987). Seeing curriculum in a new light: Reflections on
Gordon’s review. Curriculum Inquiry, 17(3), 337–343.
Nigh, K. (2008). An in brief review of The wounded researcher: Research with soul in
mind. Curriculum Inquiry, 38(4), 435–436.
Nystrand, M. (1977). Reply to Wilburn. Curriculum Inquiry, 7(3), 268–269.
Paquette, J. (1989). Canadian native languages and second-language learning:
Toward understanding. Curriculum Inquiry, 19(1), 97–106.
Peterson, S. (2008). A book review of Handbook of writing research. Curriculum Inquiry,
38(4), 449–453.
Pinar, W. F. (Ed.). (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA:
McCutchan.
Rosario, J., & DeMarte, P. (1977). Forward. Curriculum Inquiry, 6(4), 249–250.
Rosenshine, B. (1972). Problems in the development of instruments for evaluating
curricula. Curriculum Theory Network, 8/9, 221–227.
Ross, J. (2008). An in brief review of Multilevel analysis for applied research: It’s just
regression! Curriculum Inquiry, 38(4), 433–434.
Schubert, W. (2010). Journeys of expansion and synopsis: Tensions in books that
shaped curriculum inquiry, 1968 to present. Curriculum Inquiry, 40(1), 17–94.
Schwab, J. J. (1983). The practical 4: Something for curriculum professors to do.
Sichel, B. (1982). Plato’s divided line and Piaget: A response to Kieran Egan.
Simon, R. (1980). Journal editing as a subversive activity: “Curriculum inquiry” and
the curriculum field. Curriculum Inquiry, 10(2), 107–113.
Simon, R. (1981). Dialogue as a scholarly activity: Editorial. Curriculum Inquiry,
11(3), 201–203. (A slightly revised version was also published in vol. 12, no. 1,
5–8, 1982)
Simon, R., & Weiss, J. (1979). Editorial. Curriculum Inquiry, 9(1), 1–2.
Smith, B. O. (1976). Comments on Professor Huebner’s paper. Curriculum Inquiry,
6(1), 167–170.
Snedden, D. (1977). Fundamental distinctions between liberal and vocational edu-
cation. Curriculum Inquiry, 7(1), 41–52.
Stevens, W., Jr, & Morrissett, I. (1968). A system for analyzing social science cur-
ricula. Curriculum Theory Network, 1, 28–36.
Sugrue, C. (2010). Plowden: Progressive education—A 4-decade odyssey? Curricu-
lum Inquiry, 40(1), 105–124.
Thiessen, D., Campbell, E., Gaztambide-Fernández, R., & Nigh, K. (2010). 40th
anniversary of Curriculum Inquiry—Part I. Curriculum Inquiry, 40(1), 1–16.
Thiessen, D., & Nigh, K. (2008). Changes in Curriculum Inquiry: Five issues per year
including one annual review issue. Curriculum Inquiry, 38(4), 353–355.
Tyler, L. (1970–1971). Critique of “Curriculum theory and the context of curricu-
lum.” Curriculum Theory Network, 6, 66–70.
Tyler, L., & Klein, M. F. (1968). Recommendations for curriculum and instructional
materials. Curriculum Theory Network, 1, 2–10.
Urban, W. (1992a). A curriculum for the South. Curriculum Inquiry, 22(4), 433–441.
Urban, W. (1992b). Rejoinder to Joe Kincheloe. Curriculum Inquiry, 22(4), 447–448.
Vallance, V. (1977). The landscape of the “The Great Plain Experience.” Curriculum
Inquiry, 7(2), 87–105.
Van Manen, M. (1978). Reconceptualist curriculum thought: A review of recent
literature. Curriculum Inquiry, 8(4), 365–375.
Villenas, S., & Deyhle, D. (1999). Critical race theory and ethnographies challeng-
ing the stereotypes: Latino families, schooling, resilience, and resistance. An
essay review of 7 books. Curriculum Inquiry, 29(4), 413–445.

Walker, D. (1970–1971). Critique of “Curriculum theory and the context of cur-
riculum.” Curriculum Theory Network, 6, 60–65.
Walker, D. (1974). The curriculum field in formation: A review of the Twenty-Sixth
Yearbook of the National Society for the Study of Education. Curriculum Theory Network,
4(4), 263–280.
Walker, D. (1975). Straining to lift ourselves. Curriculum Theory Network, 5(1), 3–26.
Walker, J. (1990). Bullivant’s bemusement: A reply to Brian Bullivant’s essay review
of Louts and legends. Curriculum Inquiry, 20(3), 339–350.
Watson, F. (1971). The BSCS: A curriculum study. Curriculum Theory Network, 7,
135–140.
Weiss, J., & Simon, R. (1978). Editorial. Curriculum Inquiry, 8(2), 93–94.
Weiss, J., & Simon, R. (1979). Editorial. Curriculum Inquiry, 9(3), 185–186.
Werner, W. (1980). Editorial criticism in curriculum analysis. Curriculum Inquiry,
10(2), 143–154.
Westbury, I. (1972). The character of a curriculum for a “practical” curriculum.
Curriculum Theory Network, 10, 25–36.
Wick, W. (1972). Knowledge and action: The theory and practice of “The practical.”
Curriculum Theory Network, 10, 37–44.
Wiley. (1989). Curriculum Inquiry. Curriculum Inquiry, 19(4), inside back cover.
Wiley-Blackwell. (2009). Curriculum Inquiry. Retrieved December 7, 2009, from
www.blackwellpublishing.com/ci
Willis, G. (1979). Studied naivete: A review of Handbook of curriculum evaluation.
Wood, M. (1988). Editorial. Curriculum Inquiry, 18(4), 375–377.
357
40TH

APPENDIX 2
REVIEWS: 1982–1995
Author Book Reviewer CI Issue
(vol., no., pg., yr.)
Wright, Nigel Review of Progress in Education Russell, Howard v. 12, n. 1, pp.
105–115, 1982
Lauper, Janice N.,
Montague, Gene,
Lunsford, Andrea, &
Emig, Janet
Four Worlds of Writing Bizzell, Patricia v. 12, n. 2, pp.
191–207, 1982
Maimon, Elaine,
Belcher, Gerald L.,
Hearn, Gail W.,
Nodine, Barbara F.,
O’Connor,
Finbarr, W.
Writing in the Arts and Science
Shor, Ira Review of Critical Teaching and Everyday Life Tager, Florence v. 12, n. 2, pp.
209–220, 1982
Papert, Seymour Mindstorms: Children, Computers, and Powerful Ideas McNergney,
Robert
v. 12, n. 3, pp.
301–304, 1982
Eisner, Elliot The Educational Imagination Oberg,
Antoinette
v. 12, n. 4, pp.
385–405, 1982
Wilson, John Discipline and Moral Education: A Survey of Public Opinion
and Understanding
Livingstone,
D. W.
v. 13, n. 1, pp.
85–95, 1983
358
DENNIS
THIESSEN
ET
AL.

Keller, Phyllis Getting at the Core: Curricular Reform at Harvard Skolnik,
Michael L.
v. 13, n. 4, pp.
453–457, 1983
Eisner, Elliot Cognition and Curriculum: A Basis for Deciding What to
Teach
Glatthorn,
Allan A.
v. 14, n. 1, pp.
113–116, 1984
Smith, Frank Writing and the Writer Bereiter, Carl v. 14, n. 2, pp.
211–216, 1984
Foshay, Arthur W.
(Ed.)
Considered Action for Curriculum Improvement Harris, Ilene B. v. 14, n. 2, pp.
217–235, 1984
Stenhouse, L.,
Verma, G. K., Wild,
R. D., & Nixon, J.
Teaching About Race Relations: Problems and Effect Mallea, John R. v. 14, n. 2, pp.
235–239, 1984
Wilson, J. D., &
Jones, D. C. (Eds.)
Schooling and Society in 20th
Century British Columbia Carney, Robert
J.
v. 14, n. 3, pp.
347–357, 1984
Fullan, Michael The Meaning of Educational Change Joyce, Bruce v. 14, n. 3, pp.
357–361, 1984
Elbaz, Freema Teacher Thinking: A Study of Practical Knowledge Johnson, Mark v. 14, n. 4, pp.
465–469, 1984
Giroux, Henry Theory and Resistance in Education: A Pedagogy for the
Opposition
Ryan, Michael v. 14, n. 4, pp.
469–475, 1984
Adler, Mortimer The Paideia Proposal Apple,
Michael W.
v. 15, n. 1, pp.
91–107, 1985
Wirth, Arthur G. Productive Work in Industry and Schools: Becoming Persons
Again
Spring, Joel v. 15, n. 2, pp.
223–231, 1985
359
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 2
Continued
Dick, Judith (1) Not in Our Schools?!!! School Book Censorship in Canada: A
Discussion Guide
Lorimer,
Rowland
v. 15, n. 3, pp.
347–353, 1985
Boyer, Ernest L. High School: A Report on Secondary Education in America Karier,
Clarence J.
v. 15, n. 4, pp.
435–450, 1985
Goldstein, Paul Changing the American Schoolbook Kalekin-Fishman,
Devorah
v. 15, n. 4, pp.
465–475, 1985
Feinberg, Walter Understanding Education Beyer,
Landon E.
v. 16, n. 1, pp.
87–115, 1986
Munby, Hugh,
Orpwood, Graham,
& Russell, Thomas
Seeing Curriculum in a New Light: Essays From Science
Education
Gordon, David v. 16, n. 3, pp.
345–355, 1986
Goodlad, John A Place Called School: Prospects for the Future Pagano,
Jo Anne
v. 17, n. 1, pp.
107–123, 1987
Vaux, Kenneth The Powers That Make Us Human Tiberius,
Richard G., &
Gold, Reynold
J. M.
v. 17, n. 3, pp.
345–351, 1987
Clandinin, D. Jean Classroom Practice: Teacher Images in Action Johnson, Mark v. 17, n. 4, pp.
465–471, 1987
360
DENNIS
THIESSEN
ET
AL.

Egan, Kieran Teaching as Story Telling Jardine,
David W., &
Clandinin,
D. Jean
v. 17, n. 4, pp.
471–483, 1987
Sullivan, Edmund V. A Critical Psychology: Interpretation of the Personal World Greenway,
Philip
v. 18, n. 1, pp.
99–113, 1988
Field-Belenky, Mary,
McVicker-Clinchy,
Blythe,
Rule-Goldberger,
Nancy, &
Mattuck-Tarule, Jill
Women’s Ways of Knowing: The Development of Self, Voice,
and Mind
Brookes,
Anne-Louise
v. 18, n. 1, pp.
113–123, 1988
Metz, Mary H. Different by Design: The Context and Character of Three
Magnet Schools
Musgrave,
Peter W.
v. 18, n. 2, pp.
235–243, 1988
Noddings, Nel Caring: A Feminine Approach to Ethics and Moral Education Diller, Ann v. 18, n. 3, pp.
325–343, 1988
Mehan, Hugh,
Hertweck, Alma, &
Meihls, J. Lee
Handicapping the Handicapped Levin, Malcolm,
& Siegel, Linda
v. 18, n. 3, pp.
343–353, 1988
McLaren, Peter Schooling as a Ritual Performance Gronn, Peter v. 18, n. 3, pp.
355–369, 1988
Valli, Linda Becoming Clerical Workers Dippo, Don v. 18, n. 4, pp.
481–489, 1988
Schubert, William H. Curriculum: Perspective: Paradigm, and Possibility Willis, George v. 19, n. 1, pp.
71–97, 1989
361
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 2
Continued
Burnaby, Barbara Languages and Their Roles in Educating Native Children Paquette, Jerry v. 19, n. 1, pp.
97–107, 1989
Language in Education among Canadian Native Peoples
Promoting Native Writing Systems in Canada
Gordon, David The Myths of School Self-Renewal Soder, Roger,
& Bentzen,
Mary M.
v. 19, n. 2, pp.
207–221, 1989
Hunt, David E. Beginning With Ourselves: In Practice, Theory, and Human
Affairs
Britzman,
Deborah
v. 19, n. 4, pp.
453–461, 1989
Hirsch, E. D., Jr Cultural Literacy: What Every American Needs to Know Estes, Thomas
H., Gutman,
Carol J., &
Estes, Julie J.
v. 19, n. 3, pp.
309–327, 1989
Ferguson, Diane Curriculum Decision Making for Students With Severe
Handicaps
Crealock, Carol v. 19, n. 3, pp.
329–335, 1989
Noddings, Nel, &
Shore, Paul
Awakening the Inner Eye: Intuition in Education Ayim, Maryann v. 19, n. 3, pp.
335–345, 1989
Farrell, Joseph P. The National Unified School in Allende’s Chile. The Role of
Education in the Destruction of a Revolution
Galleguillos,
Nibaldo
v. 20, n. 1, pp.
83–95, 1990
Harding, Sandra, &
O’Barr, Jean (Eds.)
Sex and Scientific Inquiry Manthorpe,
Catherine
v. 20, n. 1, pp.
113–120, 1990
362
DENNIS
THIESSEN
ET
AL.

Purpel, David E. The Moral and Spiritual Crisis in Education: A Curriculum for
Justice and Compassion in Education
Egan, Kieran v. 20, n. 1, pp.
121–128, 1990
Ball, Stephen J. The Micro-Politics of the School: Towards a Theory of School
Organization
Townsend,
Richard
v. 20, n. 2, pp.
205–225, 1990
Walker, James C. Louts and Legends Bullivant, Brian v. 20, n. 3, pp.
325–339, 1990
Aitken, Johan Masques of Morality: Females in Fiction Christian-Smith,
Linda K.
v. 20, n. 4, pp.
451–463, 1990
Bullivant, Brian The Ethnic Encounter in the Secondary School Smith, Ian D. v. 20, n. 4, pp.
475–481, 1990
Egan, Kieran Primary Understanding: Education in Early Childhood Friedenberg,
Edgar Z.
v. 21, n. 1, pp.
119–126, 1991
Rossman, G. B.,
Corbett, H. D., &
Firestone, W. A.
Change and Effectiveness in Schools Ramsay,
Peter D.
v. 21, n. 1, pp.
127–133, 1991
Giroux, Henry A. Teachers as Intellectuals: Toward a Critical Pedagogy of
Learning
Bowers, C. A. v. 21, n. 2, pp.
239–252, 1991
McLaren, Peter Life in Schools: An Introduction to a Critical Pedagogy in the
Foundations of Education
Coles, William E. The Plural I—and After Walker,
Laurence
v. 21, n. 2, pp.
253–260, 1991
Sarup, M. The Politics of Multiracial Education Young, Jon v. 21, n. 3, pp.
363–376, 1991
363
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 2
Continued
Rose, Susan D. Keeping Them Out of the Hands of Satan: Evangelical
Schooling in America
Lisman,
David C.
v. 21, n.3, pp.
377–386, 1991
Strike, K. A. Liberal Justice and the Marxist Critique of Education Crittenden,
Brian
v. 21, n. 3, pp.
387–392, 1991
Brookfield, Stephen
(Ed.)
Training Educators of Adults in Theory and Practice of Adult
Education in North America Series
Thomas,
Alan M.
v. 21, n. 4, pp.
489–492, 1991
Stuckey, Elspeth A. The Violence of Literacy Friedenberg,
Edgar Z.
v. 21, n. 4, pp.
493–496, 1991
Spodek, Bernard, &
Saracho, Olivia
Early Childhood Teacher Preparation Vol. 1 From the
Yearbook in Early Childhood Education Series
Regan, Ellen M. v. 22, n. 1, pp.
103–110, 1992
Miller, Janet L. Creating Spaces and Finding Voices Flinders,
David J.
v. 22, n. 2, pp.
211–218, 1992
Britzman, Deborah Practice Makes Practice: A Critical Study of Learning to Teach Rodriguez,
Alberto J.
v. 22, n. 2, pp.
219–228, 1992
Simon, Roger I.,
Dippo, Don, &
Schenke, Arleen
Learning Work: A Critical Pedagogy of Work Education Hamilton,
Stephen F.
v. 22, n. 3, pp.
331–334, 1992
Hodgkinson,
Christopher
Educational Leadership: The Moral Art Barlosky,
Martin
v. 22, n. 4, pp.
409–424, 1992
Smith, Douglas (Ed.) The Confucian Continuum: Educational Modernization in
Taiwan
Hayhoe, Ruth v. 22, n. 4, pp.
425–431, 1992
364
DENNIS
THIESSEN
ET
AL.

Kincheloe, Joe L., &
Pinar, William F.
(Eds.)
Curriculum as Social Psychoanalysis: The Significance of Place Urban,
Wayne J.
v. 22, n. 4, pp.
433–441, 1992
Lighthall, Frederick
F., & Allan, Susan D.
Local Realities, Local Adaptations: Problem, Process, and
Person in a School’s Governance
McPherson,
R. Bruce
v. 23, n. 1, pp.
107–114, 1993
Eisner, Elliot The Enlightened Eye: Qualitative Inquiry and the
Enhancement of Educational Practice
Clandinin,
D. Jean
v. 23, n. 2, pp.
203–212, 1993
Goodlad, John I.,
Soder, Roger, &
Sirotnik, Kenneth A.
(Eds.)
The Moral Dimensions of Teaching Cragg, Wesley v. 23, n. 2, pp.
213–215, 1993
Sizer, Theodore R. Horace’s Compromise: The Dilemma of the American High
School
Westheimer,
Joel
v. 23, n. 3, pp.
351–357, 1993
Horace’s School: Redesigning the American High School
Jacobs, H. H. (Ed.) Interdisciplinary Curriculum: Design and Implementation Young, Dan, &
Gehrke,
Nathalie
v. 23, n. 4, pp.
445–454, 1993
Brady, M. What’s Worth Teaching? Selecting, Organizing, and
Integrating Knowledge
Ben-Peretz, Miriam The Teacher-Curriculum Encounter: Freeing Teachers From
the Tyranny of Texts
Werner, Walt v. 23, n. 4, pp.
455–462, 1993
Finn, Chester We Must Take Charge: Our Schools and Our Future Siegel
Goldstein, Lisa
v. 24, n. 1, pp.
69–79, 1994
Lather, Patti Getting Smart: Feminist Research and Pedagogy Within the
Postmodern
Walker,
Stephanie
Kirkwood
v. 24, n. 2, pp.
171–180, 1994
Diamond, C. T. P. Teacher Education as Transformation: A Psychological
Perspective
Grimmett,
Peter P.
v. 24, n. 3, pp.
367–374, 1994
365
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 2
Continued
Hayhoe, Ruth (Ed.) Education and Modernization: The Chinese Experience Ching, Julia v. 24, n. 3, pp.
385–390, 1994
Fine, Michelle Framing Dropouts: Notes on the Politics of an Urban Public
High School
Page, Reba v. 24, n. 4, pp.
479–502, 1994
Gannett, Cinthia Gender and the Journal: Diaries and Academic Discourse Miller, Janet L. v. 24, n. 4, pp.
503–512, 1994
Firestone, William
A., & Bader, Beth D.
Redesigning Teaching: Professionalism or Bureaucracy? Ramsay,
Peter D. K.
v. 24, n. 4, pp.
513–522, 1994
Clandinin, Jean D.,
Davies, Annie,
Hogan, Pat., &
Kennard, Barbara
(Eds.)
Learning to Teach: Teaching to Learn—Stories of
Collaboration in Teacher Education
Lyons, Nona v. 25, n. 1, pp.
75–86, 1995
Sergiovanni, Thomas
J.
Moral Leadership: Getting to the Heart of School
Improvement
Campbell,
Elizabeth
v. 25, n. 1, pp.
87–100, 1995
Louden, William Understanding Teaching: Continuity and Change in Teachers’
Knowledge
Walker,
James C.
v. 25, n. 1, pp.
101–110, 1995
Valli, Linda Reflective Teacher Education: Cases and Critiques Binkley,
Nadine, &
Minnes
Brandes,
Gabriella
v. 25, n. 2, pp.
207–212, 1995
366
DENNIS
THIESSEN
ET
AL.

Harri-Augstein,
Sheila., & Thomas,
Laurie
Learning Conversations: The Self-Organised Learning Way to
Personal and Organisational Growth
Diamond, C. T.
Patrick
v. 25, n. 2, pp.
213–220, 1995
Scraton, Sheila Shaping Up to Womanhood: Gender and Girls’ Physical
Education
Lenskyj, Helen
Jefferson
v. 25, n. 2, pp.
221–226, 1995
Schratz, Michael
(Ed.)
Qualitative Voices in Educational Research Denzin,
Norman K.
v. 25, n. 3, pp.
313–330, 1995
Eisenberg, John A. The Limits of Reason Clark, John A. v. 25, n. 3, pp.
331–340, 1995
Popkewitz, Thomas
S. (Ed.)
Changing Patterns of Power: Social Regulation and Teacher
Education Reform
Eckstein,
Max A.
v. 25, n. 3, pp.
351–356, 1995
Evers, Colin W., &
Lakomski, Gabriele
Knowing Educational Administration: Contemporary
Methodological Controversies in Educational Administration
Research
Barlosky,
Martin
v. 25, n. 4, pp.
441–456, 1995
Hare, William What Makes a Good Teacher: Reflections on Some
Characteristics Central to the Educational Enterprise
Jackson,
Michael J. B.
v. 25, n. 4, pp.
475–484, 1995
Goodman, Yetta M.,
& Wilde, Sandra
(Eds.)
Literacy Events in a Community of Young Writers Burnaby,
Barbara
v. 25, n. 4, pp.
485–494, 1995
(1) Indicates texts that are curriculum articles, chapters, materials, or reports.
(2) Indicates “reviews” that appear in other sections of the journal (e.g., as articles, Informal comments, Observations).
367
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 3
REVIEWS: 1996–2005
Sockett, Hugh The Moral Base for Teacher Professionalism Campbell, Elizabeth v. 26, n. 1, pp.
71–80, 1996
Park, Peter,
Brydon-Miller, Mary,
Hall, Budd, & Jackson,
Ted (Eds.)
Voices of Change: Participatory Research in the United States
and Canada
Reason, Peter v. 26, n. 1, pp.
81–88, 1996
Newmann, Fred (Ed.) Student Engagement and Achievement in American Secondary
Schools
Roth, Jeffrey., &
Damico Bowman,
Sandra
v. 26, n. 1, pp.
89–100, 1996
Lashley, M. E., Neal,
M. T., Slunt, E. T.,
Berman, L. M., &
Hultgren, F. H.
Being Called to Care Janzen, Katharine
Reimer
v. 26, n. 2, pp.
211–214, 1996
Streitmatter, Janice Toward Gender Equity in the Classroom: Everyday Teachers’
Beliefs and Practices
Gaskell, Jane v. 26, n. 2, pp.
215–220, 1996
Rudduck, Jean Developing a Gender Policy in Secondary Schools
Buchmann, Margret, &
Floden, Robert E.
Detachment and Concern: Conversations in the Philosophy of
Teaching and Teacher Education (Advances in Contemporary
Educational Thought Series Vol.11)
Jackson, Michael J. B. v. 26, n. 2, pp.
221–230, 1996
368
DENNIS
THIESSEN
ET
AL.

Rust, Val D., Knost,
Peter, & Wichmann,
Jurgen (Eds.)
Education and the Values Crisis in Central and Eastern Europe Epstein, Irving v. 26, n. 3, pp.
321–330, 1996
McCarthy, C., &
Crichlow, W. (Eds.)
Race, Identity, and Representation in Education Caddick, Airini v. 26, n. 3, pp.
331–340, 1996
Allen, JoBeth,
Michalove, Barbara, &
Shockley, Betty
Engaging Children: Community and Chaos in the Lives of
Young Literacy Learners
Lin, Angel M. Y. v. 26, n. 3, pp.
341–350, 1996
Solsken, Judith W. Literacy, Gender and Work in Families and in Schools Toohey, Kelleen v. 26, n. 4, pp.
439–446, 1996
Johnson, Tony W. Discipleship or Pilgrimage? The Educator’s Quest for
Philosophy
Beyer, Landon E. v. 27, n. 1, pp.
81–94, 1997
Biklen, Sari Knopp School Work: Gender and the Cultural Construction of
Teaching
Sachs, Judyth v. 27, n. 1, pp.
95–100, 1997
Cornbleth, C., &
Waugh, D.
The Great Speckled Bird Wynne, Edward A. v. 27, n. 1, pp.
101–112,1997
Graham, Robert J. Reading and Writing the Self: Autobiography in Education and
the Curriculum
Walker, Stephanie
Kirkwood
v. 27, n. 2, pp.
215–226, 1997
Holmes, Mark Educational Policy for the Pluralist Democracy: The Common
School, Choice and Diversity
Levin, Benjamin v. 27, n. 2, pp.
227–232, 1997
Deaton, Robert L., &
Berkan, William A. (1)
Planning and Managing Death Issues in Schools: A Handbook Strauch, Gila v. 27, n. 2, pp.
233–238, 1997
Moffett, James The Universal Schoolhouse: Spiritual Awakening Through
Education
Miller, Jack, &
Drake, Susan
v. 27, n. 2, pp.
239–246, 1997
369
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 3
Continued
Oser, F. K., Dick, A., &
Patry, J. L. (Eds.)
Effective and Responsible Teaching: The New Synthesis Hollingsworth,
Sandra
v. 27, n. 2, pp.
247–254, 1997
Lewis, Catherine C. Educating Hearts and Minds: Reflections on Japanese
Preschool and Elementary Education
Kojima, Hideo v. 27, n. 3, pp.
369–378, 1997
Richardson, Virginia
(Ed.)
Teacher Change and the Staff Development Process: A Case in
Reading Instruction
Lieberman, Ann v. 27, n. 3, pp.
379–384, 1997
Jalomgo, M. R., &
Isenberg, J. P.
Teachers’ Stories: From Personal Narrative to Professional
Insight
Olson, Margaret v. 27, n. 4, pp.
489–500, 1997
Lensmire, T. J. When Children Write: Critical Re-Visions of the Writing
Workshop
Lin, Angel M. Y. v. 27, n. 4, pp.
501–508, 1997
Kellaghan, T., Sloane,
K., Alvarez, B., &
Bloom, B. S.
The Home Environment and School Learning: Promoting
Parental Involvement in the Education of Children
Holmes, Mark v. 28, n. 1, pp.
113–122, 1998
Cuffaro, Harriet Experimenting With the World: John Dewey and the Early
Childhood Classroom
Kosnik, Clare v. 28, n. 2, pp.
247–258, 1998
Stearns, Kathryn School Reform: Lessons From England Peters, Laurence C. v. 28, n. 2, pp.
259–262, 1998
Shannon, Patrick Text, Lies, & Videotape: Stories About Life, Literacy &
Learning
Segall, Avner v. 28, n. 2, pp.
263–272, 1998
Apple, Michael W.,
Oliver, Anita, & Zenk,
Christopher
Cultural Politics and Education Masemann, Vandra v. 28, n. 3, pp.
369–374, 1998
370
DENNIS
THIESSEN
ET
AL.

Weber, Sandra, &
Mitchell, Claudia
“That’s Funny, You Don’t Look Like a Teacher”: Interrogating
Images and Identity in Popular Culture
Walker, Stephanie
Kirkwood
v. 28, n. 3, pp.
375–384, 1998
Christiansen, Helen,
Goulet, Linda, Krentz,
Caroline, & Maeers,
Mhairi (Eds.)
Recreating Relationships: Collaboration and Educational
Reform
Eldridge, Jacqueline
Scholes
v. 28, n. 4, pp.
491–502, 1998
Beattie, Mary Constructing Professional Knowledge in Teaching: A Narrative
of Change and Development
Weber, Sandra v. 28, n. 4, pp.
503–506, 1998
Howley, Craig B.,
Howley, Aimee, &
Pendarvis, Edwina D.
Out of Our Minds: Anti-Intellectualism and Talent
Development in American Schooling
Duffy, Mary Ann v. 29, n. 2, pp.
209–220, 1999
Jackson, Philip W.,
Boostrom, Robert E.,
& Hansen, David T.
The Moral Life of Schools Barlosky, Martin v. 29, n. 2, pp.
235–256, 1999
Myers, Miles Changing Our Minds: Negotiating English and Literacy Hollingsworth,
Sandra
v. 29, n. 3, pp.
389–392, 1999
Gallas, Karen The Languages of Learning: How Children Talk, Write, Dance,
Draw, and Sing Their Understanding of the World
Stiegelbauer,
Suzanne
v. 29, n. 3, pp.
393–400, 1999
Clark, Larry (1) (2) Kids Epstein, Irving v. 29, n. 3, pp.
375–388, 1999
Babanco, Hector (1)
(2)
Pixote
Nair, Mira (1) (2) Salaam Bombay
371
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 3
Continued
Carger, C. L. Of Borders and Dreams: A Mexican-American Experience of
Urban Education
Villenas, Sofia, &
Deyhle, Donna
v. 29, n. 4, pp.
414–445, 1999
Valdes, G. Con Respeto: Bridging the Distance Between Culturally Diverse
Families and Schools
Vasquez, O.,
Pease-Alverez, L., &
Shannon, S.
Pushing Boundaries: Language and Culture in a Mexicano
Community
Romo, H., & Falbo, T. Latino High School Graduation
Suarez-Orozco, C., &
Suarez-Orozco, M.
Transformations: Migration, Family Life, and Achievement
Motivation Among Latino Adolescents
Delgado-Gaitan, C. Protean Literacy: Extending the Discourse on Empowerment
Truebo, H.,
Rodriguez, C., Zou, Y.,
& Cintron, J.
Healing Multicultural America: Mexican Immigrants Rise to
Power in Rural California
Soto, Lourdes Diaz Language, Culture, and Power: Bilingual Families and the
Struggle for Quality Education
He, Ming Fang,
Phillion, Joann, &
Roberge, Brigitte
v. 29, n. 4, pp.
447–457, 1999
Walker, Stephanie
Kirkwood
This Woman in Particular: Contexts for the Biographical
Image of Emily Carr
Reid, Verna v. 29, n. 4, pp.
531–542, 1999
372
DENNIS
THIESSEN
ET
AL.

Tyack, David, &
Cuban, Larry
Tinkering Toward Utopia: A Century of Public School Reform Farrell, Joseph P. v. 30, n. 1, pp.
83–104, 2000
Ravitch, Diane, &
Vinonskis, Maris A.
(Eds.)
Learning From the Past: What History Teaches Us About
School Reform
Nehring, James The School Within Us: The Creation of an Innovative Public
School
Cuban, Larry v. 30, n. 1, pp.
105–118, 2000
Dorsch, Nina G. Community, Collaboration, and Collegiality in School Reform:
An Odyssey Towards Connections
Kahne, Joseph Reframing Educational Policy: Democracy, Community and the
Individual
Holmes, Mark v. 30, n. 1, pp.
119–132, 2000
Gaddy, B. B., Hall,
T. W., & Marzano, R.
J.
School Wars
Blades, David Procedures of Power and Curriculum Change: Foucault and
the Quest for Possibilities in Science Education
Gordon, David v. 30, n. 2, pp.
215–236, 2000
Boughton, Doug,
Eisner, Elliot, &
Ligtvoet, Johan (Eds.)
Evaluating and Assessing the Visual Arts in Education:
International Perspectives
Soren, Barbara v. 30, n. 2, pp.
237–248, 2000
McCallister, Cynthia Reconceptualizing Literacy Methods Instruction: To Build a
House That Remembers Its Forest
Lysaker, Judith T., &
Goodman, Jesse
v. 30, n. 2, pp.
249–260, 2000
McCadden, Brian M. It’s Hard to Be Good: Moral Complexity, Construction, and
Connection in a Kindergarten Classroom
Boostrom, Robert v. 30, n. 2, pp.
345–362, 2000
Bullough, Robert V., &
Gitlin, Andrew
Becoming a Student of Teaching: Methodologies for Exploring
Self and School Context
Buttignol, Margie v. 30, n. 2, pp.
363–374, 2000
373
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 3
Continued
van Manen, Max, &
Levering, Bas
Childhood’s Secrets: Intimacy, Privacy and the Self
Reconsidered
Kosnik, Clare v. 30, n. 2, pp.
375–388, 2000
Aitken, J. Lyall, &
Semeniuk, A. (Eds.)
Why English? The Place and Position of English Studies circa
2000
Kooy, Mary v. 30, n. 4, pp.
473–488, 2000
Pirie, Bruce Reshaping High School English
Scholes, Robert The Rise and Fall of English
Finders, Margaret J. Just Girls: The Hidden Literacies and Life in Junior High Harper, Helen v. 30, n.4, pp.
489–496, 2000
Bell, Jill Sinclair Literacy, Culture, and Identity Bhola, H. S. v. 30, n. 4, pp.
497–504, 2000
Christian, Scott Exchanging Lives: Middle School Writers Online Neilsen, Lorri v. 30, n. 4, pp.
505–514, 2000
Bach, Hedy A Visual Narrative Concerning Curriculum, Girls, Photography,
etc.
Oyler, Celia v. 31, n. 1, pp.
77–88, 2001
Sewall, Ian W. The Folkloral Voice
Acker, S. The Realities of Teachers’ Work: Never a Dull Moment Barone, Tom v. 31, n. 1, pp.
89–102, 2001
Diamond, C. T., &
Mullen, C. C. (Eds.)
The Postmodern Educator: Arts-Based Inquiries and Teacher
Development
Kilbourn, B. For the Love of Teaching
Neilsen, A. R. (Ed.) Daily Meaning: Counternarratives of Teachers’ Work
374
DENNIS
THIESSEN
ET
AL.

Ladwig, James G. Academic Distinctions: Theory and Methodology in the
Sociology of School Knowledge
Livingstone, David
W.
v. 31, n. 1, pp.
103–120, 2001
Freed, Richard D.
(Ed.)
Eloquent Dissent: The Writings of James Sledd Heller, Monica v. 31, n. 2, pp.
237–244, 2001
Kliewer, Christopher Schooling Children With Down Syndrome: Toward an
Understanding of Possibility
Shields, Carmen v. 31, n. 2, pp.
245–254, 2001
Titone, Connie, &
Maloney, Karen E.
Women’s Philosophies of Education: Thinking About Our
Mothers
Liston, Delores D. v. 31, n. 3, pp.
351–366, 2001
Hillis, Vikki (Ed.) The Lure of the Transcendent: Collected Essays by Dwayne E.
Huebner
Henderson, James
G., & Kesson,
Kathleen R.
v. 31, n. 3, pp.
367–378, 2001
Ellsworth, Elizabeth Teaching Positions: Difference, Pedagogy, and the Power of
Address
Terpstra, Angela v. 31, n. 3, pp.
379–386, 2001
Thayer-Bacon, Barbara Transforming Critical Thinking: Thinking Constructively
Angus, David L., &
Mirel, Jeffrey E.
The Failed Promise of the American High School 1890–1995 Cuban, Larry v. 31, n. 4, pp.
453–468, 2001
McClellan, B. Edward Moral Education in America: Schools and the Shaping of
Character From Colonial Times to the Present
Kliebard, Herbert M. Schooled to Work: Vocationalism and the American
Curriculum
Bennich-Bjorkman, Li Organizing Innovative Research: The Inner Life of University
Departments
Farquhar, Robin v. 31, n. 4, pp.
469–484, 2001
Clark, Burton R. Creating Entrepreneurial Universities: Organizational Pathways
of Transformation
375
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 3
Continued
Guri-Rosenblit, Sarah Distance and Campus Universities: Tensions and Interactions
Rorty, Richard Achieving Our Country: Leftist Thought in Twentieth-Century
America
Barlosky, Martin v. 31, n. 4, pp.
485–498, 2001
Apple, Michael W. Power, Meaning, and Identity: Essays in Critical Educational
Studies
Purpel, David E. Moral Outrage in Education
Kosnik, Clare Madott Primary Education: Processes and Practices Whelan, Karen Keats,
& Huber, Janice
v. 32, n. 1, pp.
85–96, 2002
Askew, Susan, &
Carnell, Eileen
Transforming Learning: Individual and Global Change Barndt, Deborah v. 32, n. 1, pp.
97–106, 2002
O’Sullivan, Edmund Transformative Learning: Educational Vision for 21st
Century
Hurren, Wanda Line Dancing: An Atlas of Geography Curriculum and Poetic
Possibilities
Freshwater, Dawn v. 32, n. 1, pp.
107–116, 2002
Boudreau, Spencer Catholic Education: The Quebec Experience DiRezze, Gianna, &
Diamond, Patrick C.
T.
v. 32, n. 2, pp.
229–246, 2002
Manning, Joanna Is the Pope Catholic? A Woman Confronts Her Church
376
DENNIS
THIESSEN
ET
AL.

Barone, Tom Touching Eternity: The Enduring Outcomes of Teaching Salvio, Paula M. v. 32, n. 3, pp.
367–378, 2002
Neilsen, Lorri, Cole,
Ardra, & Knowles,
Gary J.
The Art of Writing Inquiry
Rasberry, Gary William Writing Research/Researching Writing
Willis, Peter, Smith,
Robert, & Collins,
Emily
Being, Seeking and Telling: Expressive Approaches to
Qualitative Adult Education Research
Bradbeer, James Imagining Curriculum: Practical Intelligence in Teaching Sawyer, Richard D. v. 32, n. 3, pp.
379–388, 2002
Holmes, Mark The Reformation of Canada’s Schools: Breaking the Barriers to
Parental Choice
Levin, Henry M. v. 32, n. 4, pp.
471–482, 2002
House, Ernest R. Schools for Sale: Why Free Market Policies Won’t Improve
America’s Schools, and What Will
Westheimer, Joel Among School Teachers: Community Autonomy and Ideology
in Teachers’ Work
Aaronsohn, Elizabeth Going Against the Grain: Supporting the Student Centered
Teacher
Gilbert, Andrew B. T. v. 32, n. 4, pp.
483–492, 2002
Kohn, Daniel B. Practical Pedagogy for the Jewish Classroom: Classroom
Management, Instruction and Curriculum Development
Gold, Marion v. 33, n. 2, pp.
207–224, 2003
377
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 3
Continued
Henry, Annette Taking Back Control: African Canadian Women Teachers’
Loves and Practice
Wane, Njoki N. v. 33, n. 3, pp.
321–330, 2003
Ladson-Billings, Gloria The Dreamkeepers: Successful Teachers of African American
Children
Morris, Vivian Gunn,
& Morris, Curtis L.
Creating and Nurturing Educational Environments for African
American Children
Valenzuela, Angela Subtractive Schooling: U.S.-Mexican Youth and the Politics of
Caring
Hall, J. Canal Town Youth: Community Organization and the
Development of Adolescent Identity
Sears, James T. v. 33, n. 4, pp.
427–440, 2003
Gale, T., & Densmore,
K.
Just Schooling: Exploration in the Cultural Politics of Teaching
Hutchinson, J. Students on the Margins: Education, Stories, Dignity
Britzman, D. Lost Subjects, Contested Objects: Toward a Psychoanalytic
Inquiry of Learning
Pinar, W. The Gender of Racial Politics and Violence in America:
Lynching, Prison Rape, and the Crisis of Masculinity
Brunner, C. Cryss Principles of Power. Woman Superintendents and the Riddle
of the Heart.
Buttingnol, Margie,
& Diamond, Patrick
C. T.
v. 33, n. 4, pp.
441–154, 2003
Smulyan, Lisa Balancing Acts. Women Principals at Work
378
DENNIS
THIESSEN
ET
AL.

Howard, Michael The Invention of Peace Harris, Ian M. v. 34, n. 1, pp.
109–122, 2004
Feuerverger, Grace Oasis of Dreams: Teaching and Learning in a
Jewish-Palestinian Village in Israel
Salomon, Gavriel, &
Nevo, Baruch
Peace Education: The Concept, Principles, and Practices
Around the World
Albers, Peggy, &
Murphy, Sharon
Telling Pieces: Art as Literacy in Middle School Classes Vallance, Elizabeth v. 34, n. 4, pp.
513–526, 2004
Dorn, Charles M. Mind in Art: Cognitive Foundations in Art Education
Latta, Margaret
Macintyre
The Possibilities of Play in the Classroom: On the Power of
Aesthetic Experience in Teaching, Learning, and Researching
Oberhardt, Suzanne Frames Within Frames: The Art Museum as Cultural Artifact
Barrell, Barrie (Ed.) Technology, Teaching and Learning Kompf, Michael v. 35, n. 2, pp.
213–234, 2005
Cuban, Larry Oversold and Underused: Computers in the Classroom
Maeroff, Gene I. A Classroom of One
Cooper, Barry, &
Dunne, Mairead
Assessing Children’s Mathematical Knowledge: Social Class,
Sex, and Problem Solving
Ross, Vicki v. 35, n. 2, pp.
235–246, 2005
Lampert, Magdalene,
& Blunk, Merrie L.
Talking Mathematics in School: Studies in Teaching and
Learning
Brown, Steven I. Reconstructing School Mathematics: Problems With Problems
and the Real World
Ladson-Billings, Gloria Crossing Over to Canaan: The Journey of New Teachers in
Diverse Classrooms
Toohey, Kelleen, &
Beynon, June
v. 35, n. 4, pp.
483–492, 2005
Regenspan, Barbara Parallel Practices: Social Justice-Focused Teacher Education
and the Elementary School Classroom
(1) Indicates texts that are curriculum articles, chapters, materials, or reports.
(2) Indicates “reviews” that appear in other sections of the journal (e.g., as articles, Informal comments, Observations).
379
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

APPENDIX 4
REVIEWS: 2006–2009
Ellsworth, Elizabeth Places of Learning: Media, Architecture, Pedagogy Krasny, Karen v. 36, n. 1, pp.
93–106, 2006
Slattery, Patrick, &
Rapp, Dana
Ethics and the Foundations of Education: Teaching
Convictions in a Postmodern World
McLaren, Peter Che Cuevara, Paulo Freire, and the Pedagogy of Revolution
He, Ming Fang A River Forever Flowing, Cross-Cultural Lives and Identities in
the Multicultural Landscape
Eng, Betty C. v. 36, n. 3, pp.
327-–341, 2006
Li, Xin The Tao of Life Stories, Chinese Language, Poetry, and
Culture in Education
Phillion, JoAnn Narrative Inquiry in a Multicultural Landscape, Multicultural
Teaching and Learning
Livingstone, D. W., &
Sawchuk, P. H.
Hidden Knowledge: Organized Labour in the Information Age Fenwick, Tara v. 36, n. 4, pp.
453–466, 2006
Belfiore, M. E., Defoe,
T. A., Folinsbee, S.,
Hunter, J., & Jackson,
N. S.
Reading Work: Literacies in the New Workplace
Nagle, J. P. Voice From the Margins: The Stories of Vocational High
School Students
380
DENNIS
THIESSEN
ET
AL.

Lovlie, Lars,
Mortensen, Klaus
Peter, & Nordenbo,
Sven Erik (Eds.)
Educating Humanity: Bildung in Postmodernity Hansen,
Klaus-Henning
v. 38, n. 1, pp.
93–116, 2008
Menck, Peter Looking Into Classrooms. Papers on Didactics
Westbury, Ian,
Hopmann, Stefan, &
Riquarts, Kurt (Eds.)
Teaching as a Reflective Practice. The German Didaktik
Tradition
Duschl, Richard Restructuring Science Education: The Importance of Theories
and Their Development
Blades, David v. 38, n. 4, pp.
387–400, 2008
Matthews, Michael Time for Science Education: How Teaching the History and
Philosophy of Pendulum Motion Can Contribute to Science
Literacy
Hodson, Derek Teaching and Learning Science: Towards a Personalized
Approach
Roth, Wolff-Michael,
& Désautels, Jacques
Science Education as/for Sociopolitical Action
Weaver, John, Morris,
Marla, & Appelbaum,
Peter (Eds.)
(Post) Modern Science (Education)
381
40
TH
ANNIVERSARY
OF
CURRICULUM
INQUIRY—PART
II
B

40 Th Anniversary Of Curriculum Inquiry -Part II A Introduction To The Essay Reviews

40 Th Anniversary Of Curriculum Inquiry -Part II A Introduction To The Essay Reviews

Recommended

Recommended

More Related Content

Similar to 40 Th Anniversary Of Curriculum Inquiry -Part II A Introduction To The Essay Reviews

Similar to 40 Th Anniversary Of Curriculum Inquiry -Part II A Introduction To The Essay Reviews (20)

More from April Smith

More from April Smith (20)

Recently uploaded

Recently uploaded (20)

40 Th Anniversary Of Curriculum Inquiry -Part II A Introduction To The Essay Reviews