Editorial

This issue of The Curriculum Journal brings together 10 articles that address a number of topics that have been ongoing sources of dialogue in curriculum and education for many years now: teachers as evolving professionals-and the necessary preparation and assessment that will prepare them for classrooms growing in complexity, and the influence of globalization and interdisciplinarity on the scholarly conversations that are taking place in research on curriculum.In many ways, the articles in this issue underscore Schwab's (1973) attention to the four commonplaces: the learners, the teacher, the subject matter and the milieus.As we brought the articles together as a collective, we could trace a focus on the commonplaces as the authors grapple with their expanded understandings of curriculum, content knowledge, the roles of teacher and learner and the varying contexts within which we teach and learn.At the time of this writing, the future of education in an era of augmented human intelligence is unclear.We are in many ways experiencing a convergence between the virtual world and the physical world in ways that promise to significantly change teaching, learning and education in ways we have not yet imagined.In this context, the need for teachers to express their professional agency to address anticipated concerns about, for instance, ethics, privacy, or unconscious bias grows even more relevant.It is with this in mind, that we introduce the articles in this issue to you.In the first article Sílvia de Almeida and Joana Viana explore Teachers as Curriculum Designers: What Knowledge is Needed.In the context of Portugal, they address the loss of professional autonomy felt by teachers with the introduction of the 'Essential Learning' curriculum benchmark in 2016.Their paper articulates a hard-won theoretical model of the knowledge and skills required for curriculum design through studying the participation and collaboration of teachers engaged in the process.Their conclusions speak to a need for clarification of expectations concerning teachers' level of knowledge of curriculum theory, and teachers' experience writing pedagogical strategies to engage in a project like this.It also drew attention to the need for leadership, modelling and support from curriculum design experts to achieve the desired internal consistency in the resulting design.The paper is a reminder that engaging professionals in collaborative curriculum work is a meaning making process that can be richly educative, but must begin with a well-articulated design for the work to occur, free of assumptions about the knowledge and experience each bring to the discussion.In the next article, Ashley Bough and Gabriela Martinez Sainz present Digital Learning Experiences and Spaces: Learning from the past to design better pedagogical futures.Using Computer Sciences as their focus, the authors document several historical conceptualizations through a period in which digital learning experiences (DLEs) have been incorporated into the curriculum in response to learner needs.Their systematic literature review of educational policies and practices in Ireland really highlights the role the milieu has played in shaping the changing policies.They call for teachers to engage as 'evolving agents' and recognize the variation in the digital competencies of teachers and learners alike.Their call for "individual ownership and creative autonomy" positions teachers as agentive in ways that

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