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Winner of the 2019 AERA Division B (Curriculum Studies) Outstanding Book AwardThis book explores curriculum inquiry through the theoretical lens of governmentality as a site of disciplinary biopolitics and a system of heteropatriarchal political economy.

This book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective curriculum development into the national curriculum process to promote indigenous education and knowledge.

This book explores diverse relationships at play in integrating Indigenous knowledges and Western Science in curricula. The readers will unravel ways in which history, policy, and relationships with local Indigenous communities play a role in developing and implementing ¿cross-cultural¿ science curricula in schools.Incorporating stories from multiple individuals involved in curriculum development and implementation ¿ university professors, a ministry consultant, a First Nations and Métis Education coordinator, and most importantly, classroom teachers ¿ this book offers suggestions for education stakeholders at different levels.Focusing on the importance of understanding ¿relationships at play¿, this book also shows the author¿s journey in re/search, wherein she grapples with both Indigenous and Western research frameworks. Featuring a candid account of this journey from research preparation to writing, this book also offers insights on the relationships at play in doing re/search that respects Indigenous ways of coming to know.

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.

Kumar asks in this volume: Since characteristic features of human consciousness - fear, conditioning, and fragmentation - work against the educational experience, how can we re-imagine curriculum as a space for meditative inquiry and allow it to provide transformative educational experiences to teachers and their students?

On this basis, she works to explore curriculum as an experience of consciousness transformation vital to the essence and purpose of education and argues for reason with faith and faith with reason as well as the imperative of curriculum imbued with spiritual wisdom and lived experiences.

This book theorizes shadow education as a new component of curriculum, expanding the concept of curriculum to include this type of learning.

This book is an exposition of how political, cultural, historical, and economic structures and processes shape the nature and character of curriculum landscapes globally.

Derived from her subject position as a Chinese woman who has studied in Beijing and Hong Kong and now researches in Vancouver, the author sets out to contribute to the distinctiveness of a Chinese cosmopolitan theory of curriculum as experienced: the initial formulation of a Chinese currere.

This book is a reflection on the complexity of educational change in China through the lens of a senior academic who has occupied many diverse roles in the academe, from political worker to dean of faculty.

This book examines a performative environmental educational inquiry through a place-based eco-art project collaboratively undertaken with a class of grade 4-6 students around the lost streams of Vancouver. The resulting work explores the contradictions gathered in relation to the Western educational system and the encounter with ¿Other¿ (real and imaginary others), including the shifting and growing ¿self,¿ and an attempt to find and foster nourishing alliances for transforming environmental education. Drawing on the work of new materialist theorists Donna Haraway, Rosi Braidotti, and Karen Barad, Adsit-Morris considers the co-constitutive materiality of human corporeality and nonhuman natures and provides useful tools for finding creative theoretical alternatives to the reductionist, representationalist, and dualistic practices of the Western metaphysics.

This book analyzes curriculum studies in Turkey from the perspective of three paradigms-religion, science, and ideology-since the early 19th century. Using Islam as a guiding point, Turkish curriculum theory later evolved to become the classical curriculum theory.

The scholarship of New Directions in Curriculum as Phenomenological Text manifests through close readings and interpretations of curriculum theorists and Continental philosophers, presented in the form of 'speculative philosophical essays,' an important form of curriculum thinking-writing all but lost to the general contemporary field of research.

Imagining Time and Space in Universities presents critical theorizations of time and space to analyze discourses and practices of globalization and internationalization. As both dimensions have been understood in separate and hierarchical modes limited attention is given to cultural meanings embedded in these institutional policies and practices.

This book enables Western scholars and educators to recognize the roles and contributions of shadow education/hakwon education in an international context.

Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.

This is the first investigation of the roles of autobiography in teacher education to be informed by concepts and examples from China, Europe, and North and South America. Unique and timely, this volume addresses multiple movements of teacher education reform worldwide.