Editorial Policies

Focus and Scope

TCI (Transnational Curriculum Inquiry) is the journal of the International Association for the Advancement of Curriculum Studies (IAACS), which is constituted to support a worldwide (but not uniform) field of curriculum studies. TCI is a site for scholarly conversations about curriculum work within and across national and regional borders and welcomes contributions from anyone interested in advancing curriculum studies as an academic and professional field of study.

For example, although much curriculum work continues to take place within national borders (often informed by governmental policies and priorities), processes of economic globalisation are blurring nation-state boundaries and destabilising national authority in curriculum decision making. Thus, TCI encourages contributions that examine the impact of globalisation on curriculum work in relation to national and international debates on such matters as human rights, social justice, democratisation, national, ethnic and religious identities, issues of gender and racial justice, the concerns of indigenous peoples, and poverty and social exclusion. A specific aim of TCI is to examine the interrelationships between local, national, regional and global spheres of curriculum work.

TCI assumes an international readership and an international authorship. The processes of submission, refereeing, editing and publication are mediated electronically to ensure rapid publication of accepted manuscripts.

The journal doesn’t have APC or any submission charge.


Section Policies

Presidential address

  • Noel Gough
  • Alice Lopes
  • Elizabeth Macedo
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed


  • Noel Gough
  • Elizabeth Macedo
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Commentaries and conversations

  • Noel Gough
  • Elizabeth Macedo
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Book/media reviews

  • Noel Gough
  • Elizabeth Macedo
Checked Open Submissions Checked Indexed Checked Peer Reviewed


  • Alice Lopes
  • Elizabeth Macedo
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Special Issue Articles

No policy

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Peer Review Process

All articles published in TCI are peer reviewed. TCI's review procedures are designed to:

• enact and facilitate transnational conversations in curriculum inquiry
• subject the process of peer review to transparent peer review
• assist the Editors in identifying prospective nominees to an expanded Editorial Board

TCI's review procedures are as follows:

• each manuscript is normally reviewed by at least three referees, two of whom, in most circumstances, are of different nationalities from the author(s) and from each other
• the Editor may assign a consulting editor to liaise with the referees and the Editor in reaching a decision about publication
• each referee's signed review is circulated to the other referees
• at the Editor's discretion, manuscripts accepted for publication may be published together with the consulting editor's and referees' reports and the author's response

The Editors invite interested members of IAACS to register their interest in reviewing manuscripts by sending the following information to the Editor:

• name, title and academic qualifications
• present institutional affiliation (if any) and contact email address(es)
• research experience and interests
• recent publications (list full bibliographic details of three representative publications, preferably articles in English that have been published in international refereed journals)
• languages in which you are able to review manuscripts
• editorial experience (including manuscript reviewing)
• number of manuscripts you are prepared to review each year

Peer reviewers have six possible options for each article:

1. Accept without substantial revisions (reviewers may specify minor revisions, including correction of typographical or bibliographical errors)
2. Accept if revised according to the reviewer's recommendations (as specified)
3. Accept if the author supplies appropriate responses to the reviewer's comments and questions (as specified)
4. Submit to a more appropriate journal (as suggested)
5. Reject (for reasons specified)
6. Unable to recommend options 1-5 (for reasons specified in comments to Editor)

In deciding whether to accept or reject an article, the editors of TCI advise reviewers to ask themselves if the international community of curriculum scholars is better served by publishing or not publishing the article. In the absence of compelling reasons to reject the article, the editors of TCI advise reviewers to recommend acceptance, because the quality of the article will be judged eventually by the scholarly community after its publication.


Publication Frequency

TCI does not have a fixed publication schedule. Articles and book/media reviews will be published as soon as they are accepted for publication by the Editors. A volume of TCI will consist of all issues published in a calendar year. Issues will normally consist of one article or one book/media review but articles that the Editors believe to be complementary may be published together in one issue. Reviewers' comments (and authors' responses) may also be published at the Editor's discretion. Issue numbers will be allocated according to the chronological order in which issues are published.


Open Access Policy

This journal provides open access to all of its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources.


Archives, Indexes and Catalogues

TCI is archived at PANDORA, Australia's Web Archive and catalogued in the National Library of Australia's Bibliographic Database.

TCI is indexed by EBSCOhost and by Directory of Open Access Journals (DOAJ) http://www.doaj.org/doaj

TCI is indexed by been Emerging Sources Citation Index (ESCI).


Editorial Board

Alice Casimiro Lopes, Universidade do Estado do Rio de Janeiro, Brasil (Managing Editor)

Wejun Zhang, Zhejiang University, People's Republic of China
(Associate Editor)

William Frederick Pinar, University of British Columbia, Canada

Dr Noel Gough, La Trobe University, Australia

Elizabeth Macedo, State University of Rio de Janeiro, Brazil

Bill Green, Charles Sturt University, Australia

Claudia Matus, Pontificia Universidad Católica de Chile, Chile

Francisco Rodrigues Sousa, Universidade dos Açores, Portugal

Jeanette Rhedding-Jones, Oslo University College, Norway

Hongyu Wang, Oklahoma State University, United States

Lesley Le Grange, The University of Stellenbosch, South Africa

Lisa Cary, Murdoch University, Australia

Tamar Levin, Tel-Aviv University, Israel

Vilmos Vass, BKF University of Applied Sciences, Centre for Pedagogy, Budapest and the J. Selyeho University, Faculty of Education, Department of Pre-School and Elementary Education, Komarno, Hungary

Warren Sellers, Deakin University, Australia