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Submit a Manuscript to the Journal
Educational Philosophy and Theory

For a Special Issue on
Critical thinking and curriculum: A critical perspective

Abstract deadline
31 May 2022

Manuscript deadline
31 October 2022

Cover image - Educational Philosophy and Theory

Special Issue Editor(s)

Dr. Rui (Eric) Yuan, University of Macau
[email protected]

Dr. Wei Liao, Beijing Normal University
[email protected]

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Critical thinking and curriculum: A critical perspective

While CT has traditionally been viewed as a complex composite of skills (e.g., analysis, evaluation, and judgment) and dispositions (e.g., open-mindedness, inquisitiveness, and flexibility), a critical turn has emerged in recent years influenced by the rise of Marxist feminist thinking and critical theory. By incorporating “criticality” into our understanding of CT, this view places a premium on individuals’ critical actions based on their cognitive skills and dispositions. Individuals thus need to foster and apply CT through their extensive participation in the world, where they actively and agentively question the status quo, challenge social bias and stereotypes, and initiate positive changes in the potentially constraining social reality.

To date, the existing literature has provided both theoretical discussion and empirical evidence about how to teach CT from a critical perspective. This can be observed in the robustly conceptualized and designed studies published in Educational Philosophy and Theory and other education journals. Building on this important line of research, this special issue invites research attention to the theorization and operationalization of CT at the curriculum level in relation to diverse social, political, and cultural milieus. Recognizing education as an intrinsically political, power-related enterprise, we specifically define “curriculum” as a complex and multifold set of learning and teaching experiences, which reflect and (re)produce existing social structures and culture systems permeated with discrimination, marginalization and oppression. This view, however, does not deny the potential of curriculum in transforming students into critical thinkers who can responsibly, agentively, and ethically engage with their situated reality. In light of such an understanding, we invite submissions of research papers that can provide philosophical and theoretical insights into the complex and intertwined relationship between CT and curriculum in education. In particular, contributions that delve into the following topics are welcome:

  • Reviewing and critiquing the history of critical theory-based discussions on the relationships between CT and curriculum
  • Undertaking a critical perspective to interrogate and expand the philosophical and theoretical grounds of integrating CT with curriculum
  • Critically comparing how CT is conceptualized and enacted in different curricula across diverse subject areas, institutional types, educational systems, or socio-cultural contexts
  • Critically analyzing and interpreting how emerging global trends (e.g., the “new normal” of life with COVID-19 as well as intensifying political and ideological competitions) may (re)shape the relationships between CT and curriculum

About the Special Issue Editors

Dr. Rui (Eric) Yuan is an associate professor in the Faculty of Education at University of Macau. Eric’s research focuses on teacher education (particularly teacher identities and emotions), critical thinking, and English-medium instruction in higher education. He has published extensively on these topics in a number of international journals. He also serves as an editorial board member of TESOL Quarterly, a guest editor for a special issue on “Teaching and Learning to Teach Critical Thinking” for Teachers and Teaching: Theory and Practice, and an ad hoc reviewer for over 30 academic journals.

Dr. Wei Liao is currently an assistant professor of teacher education at Beijing Normal University. Dr. Liao's research focuses on teachers’ thinking skills, equity-oriented teacher education, and teacher educators’ learning and development. Dr. Liao’s work has appeared in a range of peer-reviewed journals, such as Teaching and Teacher Education, Teachers and Teaching, and International Journal of Qualitative Methods. He also serves as an associate editor for Beijing International Review of Education—an official English journal of Beijing Normal University, a guest editor for a special issue on “Teaching and Learning to Teach Critical Thinking” for Teachers and Teaching: Theory and Practice, and an external reviewer for a number of academic journals, such as Scientific ReportsTeaching and Teacher Education, and Thinking Skills and Creativity.

Submission Instructions

If you are interested in contributing to this Special Issue, please send your abstract as a PDF or Word document to Dr. Rui Yuan ([email protected]) and Dr. Wei Liao ([email protected]) by May 31, 2022. Your abstract should be up to 500 words and describe previously unpublished work. The document should also include:

  • the name and institution of the corresponding author;
  • names and institutions of other authors;
  • 50-word biographical statement of all authors;
  • email address for the corresponding author;
  • draft title for the article; and
  • a draft abstract of up to 500 words.

If abstracts are accepted, we will invite authors to submit full-length articles for peer review. Up to eight abstracts will be selected for development into an article for the special issue. Papers should be approximately 6,000 words in length, including references, tables and appendices. Final acceptance of manuscripts will be subject to peer review.

Timeframe

Abstract submission (up to 500 words): by 31 May 2022

Notification of acceptance: no later than 30 June 2022

Submission of full paper for review: by 31 October 2022

If you have any queries regarding this Special Issue, please contact the Special Issue Editors, Dr. Rui Yuan ([email protected]) and Dr. Wei Liao ([email protected])

Instructions for AuthorsSubmit an Article

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