This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries—including every continent—the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.
Tabella dei contenuti
1. Transnational Curriculum Inquiry in a Changing World.- 2. Development, Decolonisation and the Curriculum: New Directions for New Times?.- 3. Smoke and Mirrors: Indigenous Knowledge in the School Curriculum.- 4. The Mestizo Latinoamericano as Modernity’s Dialectical Image: Critical Perspective on the Internationalization Project in Curriculum Studies.- 5. Refusing Reconciliation in Indigenous Curriculum.- 6. Toward a De-Colonial Language Gesture in Transnational Curriculum Studies.- 7. Bringing Content Back In: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education.- 8. Knowledge Beyond the Metropole: Curriculum, Rurallity and the Global South.- 9. Curriculum Making as a Design Activity.- 10. Curriculum-Didaktik and Bildung: A Language for Teaching?.- 11. Ethical Vexations that Haunt ‘Knowledge Questions’ for Curriculum.- 12. Curriculum History and Progressive Education in Australia: A Prolegomenon.- 13. Curriculum and Literacy Policies in a Context of Curriculum Centralization: The Case of Brazil.- 14. Relocating Curriculum and Reimagining Place under Settler Capitalism.- 15. Reconceptualizing the Multilingual Child: Curriculum Construction in Luxembourg.- 16. Distal Confabulation and Transnational Literacy: Complicating ‘Complicated Conversation’ in Curriculum Inquiry.- 17. Curriculum for Teacher Formation: Antagonism and Discursive Interpellations.- 18. Curriculum Design in the Anthropocene: Challenges to Human Intentionality.- 19. From the Fossil Curriculum to the Post-Carbon Curriculum: Histories and Dilemmas.
Circa l’autore
Bill Green is Emeritus Professor of Education at Charles Sturt University, Australia. His recent publications include Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide (2018) and Rethinking L1 Education in a Global Era: Understanding the (Post-)National L1 Subjects in New and Uncertain Times (co-edited with Per-Olof Erixon, 2020).
Philip Roberts is Associate Professor in Curriculum Inquiry and Rural Education at the University of Canberra, Australia, and an Australian Research Council DECRA Fellow (2020-2022). His work is situated within rural sociology, the sociology of knowledge, educational sociology, and social justice, and is informed by the spatial turn in social theory and sustainability.
Marie Brennan is Adjunct Professor at the University of South Australia and Extraordinary Professor in Education at Stellenbosch University, South Africa. She is active in teacher education, curriculum studies, and education policy studies. Her curriculum work focuses on the intertwined global challenges of inequalities/injustice, decoloniality, and environment enacted in the local.
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