Foreword

Abstract

This is a very exciting special issue of Curriculum Inquiry and I am honoured to write this foreword. The theme “Anti-Blackness in Curriculum Studies” is one I approach with both urgency and pause. I, the coeditors, the contributors, and many readers have very intimate and scholarly relationships to anti-Blackness and more specifically to anti-Blackness in Curriculum Studies. Many people, however, do not. School leaders and their curriculum developers, policy designers, evaluation and implementation experts, knowledge translators, health and resource specialists, and frontline school professionals are among the many who are often – purposefully or not – removed from anti-Blackness. Hence the coeditors’ resounding call for papers “to give readers and curriculum workers entry points into an expansive, interdisciplinary dialogue on anti-Blackness in curriculum studies” (Ohito et al., n.d., para. 1). They extend and deepen this call by inviting the contributors to theorize