Editors:
- Assembles the work of several prominent international scholars in the fields of curriculum, pedagogy, and teacher education that engage with curriculum theory/theorists using an international lens and scholarship
- Builds upon the work of Pinar to propose contemporary understandings of curriculum studies and theory by considering the implications of engaging with different international intellectual traditions and incorporating these into new theories and practices by curriculum theorists
- Explores innovative ideas in curriculum theory and how they inform curriculum designs that foster and promote alternative interpretations of the twenty-first century tasks of curriculum scholars
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Table of contents (14 chapters)
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Front Matter
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Grounding Curricular Histories
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Front Matter
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Grounding Educational Environments
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Front Matter
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Back Matter
About this book
This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning. The collection draws on the groundbreaking work of Dwayne Huebner in order to invite scholars into conversation with histories of curriculum studies and to posit them within it, opening up new spaces to work in and through curricular issues. This book will appeal to scholars, teachers, and students looking to reconceptualize international curriculum development and theory.
Reviews
“The editors of this volume bring together leading international curriculum scholars to return to the enduring commitments, modes of study, and wisdom that continue to ground ongoing, critical re-conceptualizations of the field. In this timely and compelling collection of essays, the editors renew a much-needed, international, and complicated conversation on the tasks of curriculum scholars engaging a radically changing globalized landscape.” (Aparna Mishra Tarc, Associate Professor in the Faculty of Education, York University, Canada)
“Pressing back at neoliberal conceptualization of globalization, in Internationalizing Curriculum Studies: Histories, Environments, and Critiques, editors Cristyne Hebert, Nicholas Ng-A-Fook, Awad Ibrahim, and Bryan Smith have assembled a volume that at once dances across international conceptualizations of curriculum studies and contextualizes those understandings in clear and insightful ways. These trajectories document the strength and complexity of contemporary curriculum theorizing from a variety of traditions and national perspectives that, when assembled, provide a vista that shows the depth, breadth, and growth of the field. Equally at home in graduate studies of education or undergraduate teacher education courses, Internationalizing Curriculum Studies is an important, reflexive reminder about the power of possibilities in studying with others and the significance of listening across borders of all kinds.” (Walter Gerson, Associate Professor in the School of Teaching, Learning, and Curriculum Studies at Kent State University, USA)
Editors and Affiliations
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Faculty of Education, University of Regina, Regina, Canada
Cristyne Hébert
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Faculty of Education, University of Ottawa, Ottawa, Canada
Nicholas Ng-A-Fook, Awad Ibrahim
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College of Arts, Society and Education, James Cook University, Townsville, Australia
Bryan Smith
About the editors
Cristyne Hébert is Assistant Professor in the Faculty of Education at the University of Regina, Canada.
Nicholas Ng-A-Fook is Professor and Director of the Teacher Education Program at the University of Ottawa, Canada.
Awad Ibrahim is Professor in the Faculty of Education at the University of Ottawa, Canada.
Bryan Smith is Lecturer at James Cook University, Townsville, Australia.
Bibliographic Information
Book Title: Internationalizing Curriculum Studies
Book Subtitle: Histories, Environments, and Critiques
Editors: Cristyne Hébert, Nicholas Ng-A-Fook, Awad Ibrahim, Bryan Smith
DOI: https://doi.org/10.1007/978-3-030-01352-3
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019
Hardcover ISBN: 978-3-030-01351-6Published: 28 January 2019
eBook ISBN: 978-3-030-01352-3Published: 14 January 2019
Edition Number: 1
Number of Pages: XIX, 248
Number of Illustrations: 1 b/w illustrations, 1 illustrations in colour
Topics: Curriculum Studies, International and Comparative Education, Social Justice, Equality and Human Rights, Teaching and Teacher Education