International Handbook of Curriculum Research / Edition 1

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Overview

Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide.

Changes in the Second Edition:

  • Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally.
  • Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland.
  • 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America.

This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.

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Product Details

Meet the Author

William F. Pinar is Canada Research Chair in the Faculty of Education at the University of British Columbia, Canada.

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Table of Contents

Contents: W.F. Pinar, Preface. Introduction. Part I: Four Essays of Introduction. D.G. Smith, Curriculum and Teaching Face Globalization. N. Gough, Thinking Globally in Environmental Education: Implications for Internationalizing Curriculum Inquiry. C. Matus, C. McCarthy, The Triumph of Multiplicity and the Carnival of Difference: Curriculum Dilemmas in the Age of Postcolonialism and Globalization. N.V. Overly, A History of the World Council for Curriculum and Instruction (WCCI). Part II: Thirty-Four Essays on Curriculum Studies in 28 Nations. S. Feeney, F. Terigi, Curriculum Studies in Argentina: Documenting the Constitution of a Field. M. Palamidessi, D. Feldman, The Development of Curriculum Thought in Argentina. B. Green, Curriculum Inquiry in Australia: Toward a Local Genealogy of the Curriculum Field. S.N. Pandey, F.R. Moorad, The Decolonization of Curriculum in Botswana. A.F.B. Moreira, The Curriculum Field in Brazil: Emergence and Consolidation. A.C. Lopes, E. Fernandes de Macedo, The Curriculum Field in Brazil in the 1990s. S.E. Moraes, In Search of a Vision: How Brazil Is Struggling to Envision Citizenship for Its Public Schools. C. Chambers, "As Canadian as Possible Under the Circumstances": A View of Contemporary Curriculum Discourses in Canada. H. Zhang, Q. Zhong, Curriculum Studies in China: Retrospect and Prospect. E. Hau-Fai Law, In Search of a Quality Curriculum in Hong Kong. U. Laanemets, Learning for the Future in Estonia: Content Revisited and Reconceptualized. T. Autio, Postmodern Paradoxes in Finland: The Confinements of Rationality in Curriculum Studies. D. Egéa-Kuehne, Understanding Curriculum in France: A Multifaceted Approach to Thinking Education. K. Williams, G. McNamara, The Landscape of Curriculum Inquiry in the Republic of Ireland. N. Sabar, Y. Mathias, Curriculum Planning at the Threshold of the Third Millennium: The Israeli Case. M. Vicentini, Curriculum Reform in Italy in a European Perspective. M. Hashimoto, Japan's Struggle for the Formation of Modern Elementary School Curriculum: Westernization and Hiding Cultural Dualism in the Late 19th Century. T. Abiko, Present State of Curriculum Studies in Japan. S. Asanuma, Japanese Educational Reform for the 21st Century: The Impact of the New Course of Study Toward the Postmodern Era in Japan. A.D. Barriga, Curriculum Research: Evolution and Outlook in Mexico. F.D. Barriga, Main Trends of Curriculum Research in Mexico. J.D. Jansen, What Education Scholars Write About Curriculum in Namibia and Zimbabwe. W. Wardekker, M. Volman, J. Terwel, Curriculum Theory in the Netherlands. P. Roberts, Contemporary Curriculum Research in New Zealand. B.B. Gundem, B. Karseth, K. Sivesind, Curriculum Theory and Research in Norway: Traditions, Trends, and Challenges. N. Sacalis, Back to Itacka: Curriculum Studies in Romania. Y. Lee, Politics and Theories in the History of Curricular Reform in South Korea. F.D. Rivera, In Southeast Asia: Philippines, Malaysia, and Thailand: Conjunctions and Collisions in the Global Cultural Economy. U. Johansson, Frame Factors, Structures, and Meaning Making: Shifting Foci of Curriculum Research in Sweden. J-J. Hwang, C-Y. Chang, Curriculum Study in Taiwan: Retrospect and Prospect. F.D. Gözütok, Curriculum Development in Turkey. D. Hamilton, G. Weiner, Subject, Not Subjects: Curriculum Pathways, Pedagogies, and Practices in the United Kingdom. C. Kridel, V. Newman, A Random Harvest: A Multiplicity of Studies in American Curriculum History Research. P. Slattery, Hermeneutics, Subjectivity, and Aesthetics: Internationalizing the Interpretive Process in U.S. Curriculum Research.

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