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.

Autorentext

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.

Inhalt

Chapter 1. Introduction
Cristyne Hébert, Awad Ibrahim, Nicholas Ng-A-Fook, and Bryan Smith

Chapter 2. Towards a Complex Coherence in the Field of Curriculum Studies
Theodore M. Christou and Christopher DeLuca

Chapter 3. Making Manifestos in Absentia: Of a World without Curriculum Theory
Molly Quinn, and Niki Christodoulou

Chapter 4. Curriculum Theory in Brazil: A Path in the Mists of the Xxi Century
Antonio Flávio Barbosa Moreira, and Rosane Karl Ramos

Chapter 5.
Talking Back to Second Language Education Curriculum Control, Douglas Fleming

Chapter 6. A Phenomenography of Educators' Conceptions of Curriculum: Implication for Next Generation Curriculum Theorists' Contemplation and Action
Jazlin Ebenezer, Nicholas Sseggobe-Kiruma, Susan Harden, Russell Pickell and Suha Mohammed Hamden

Chapter 7. Crossing Borders: A Story of Refugee Education
Karen Meyer, Cynthia Nicol, Siyad Maalim, Mohamud Olow, Abdikhafar Ali, Samson Nashon, Mohamed Bulle, Ahmed Hussein, Ali Hussein, and Hassan Hassan

Chapter 8. Curriculum Theorists in the Classroom: Subjectivity, Crises, and Socioenvironmental Equity
Avril Aitken and Linda Radford

Chapter 9. Curriculum for Identity: Narrative Negotiations in Autobiography, Learning, and Education
Eero Repo

Chapter 10. High Passions: Affect and Curriculum Theorizing in the Present
Bessie Dernikos, Nancy Lesko, Stephanie D. McCall, and Alyssa D. Niccolini

Chapter 11. The Power of Curriculum as Autobiographical Text: Insights from Utilizing Narrative Inquiry Self-Study in Research, Teaching, and Living
Carmen Shields

Chapter 12. Nonviolence as a Daily Practice in Education: A Curriculum Vision
Hongyu Wang

Chapter 13. Currere's Active Force and the Concept of Ubuntu
Lesley Le Grange

Chapter 14. For Us, Today: Understanding Curriculum as Theological Text in the 21st Century
Rita Ugena Whitlock