OOIR: Observatory of International Research

Papers

(The TQCC of Curriculum Inquiry is 4. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-09-01 to 2025-09-01.)

Article	Citations
What teachers know, what teachers do	37
James Baldwin’s curricular voice: Interrogating whiteness as curriculum	22
Using a Queer of Color Critique to work toward a Black LGBTQ+ inclusive K–12 curriculum	18
“The word ‘getting over’ is really weird”: Storying disability in desired futures	17
Reviewers for Volume 52	17
Reviewers for volume 53	13
Collective memory and the transatlantic slave trade: Remembering education towards new diasporic connections	11
Professional ruptures in pre-service ECEC: Maddening early childhood education and care	11
Curriculum meets platform: A reconceptualisation of flexible pathways in open and higher education	7
Schooling as bordering practice	7
School as agent and curricular actor: Surveillance, whiteness, erasure, and resistance	7
“La solidaridad no perece”: Community organizing, political agency, and mutual aid in Puerto Rico	7
“Like you can tell a river where to go”: Floods, ecological formations, and storied pedagogies of place	5
Sending balms across geographies of grief: Transoceanic letters on Muslim aliveness	5
Deepening the metaphor of writing	5
In solidarity with Birzeit: The black, the white, and the gray	5
Global citizenship education in Europe: Taking up the (hum)Man in teacher education in England	4
Shitposting as public pedagogy	4
“What are you pretending not to know?”: Un/doing internalized carcerality through pedagogies of the flesh	4
Climate justice pedagogies in green building curriculum	4
Nurturing ethical spaces of engagement through education	4
“Is he gay? That’s like, all I want to know”: Curiosity, authenticity, and epistemology in a GSA bookclub	4
Climate justice pedagogies in green building curriculum	4
“I never really had the right words”: Critical literacies and the collective knowledge building of girls of colour	4
Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity	4

Creating entrepreneurs: National curriculum change in South Korea