<p>This article is both an editorial for a special issue on feminisms in curriculum inquiry and a research article. It provides a rationale for and introduces the special issue. It also offers an introductory conceptual mapping of feminisms in curriculum inquiry since the 1970s, based on content analysis of articles in this journal, and reading of relevant literature. The article argues that feminisms in curriculum inquiry need to be rearticulated, expanded, updated and reinvented both in their own right and in line with other social justice agendas. The article also proposes that, given the crisis in the pursuit for gender justice described by the United Nations in 2023, feminist pedagogies need to inform all curriculum design. Serving as a primer for those new to feminism in education, or seeking a broader understanding of its history, the article describes some of the challenges faced and achievements won by feminisms in curriculum, in part as a cautionary tale.</p>