International Handbook of Curriculum Research

<p>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. </p><p>Changes in the Second Edition:</p><ul> <p> </p> <li>Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally.</li> <p> </p> <li>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.</li> <p> </p> <li>39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. </li> </ul><p>This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world. </p> <p><strong>CONTENTS</strong></p><p><strong>Acknowledgments</strong></p><p><strong>Introduction</strong>William F. Pinar</p><p><strong>Section I<br><em>Five Essays of Introduction</em></strong></p><p><strong>Chapter 1</strong><em>The Internationalization of Curriculum Research</em>Tero Autio</p><p><strong>Chapter 2</strong><em>Race and Education in the Age of Digital Capitalism</em>Cameron McCarthy, Ergin Bulut, Rushika Patel</p><p><strong>Chapter 3</strong><em>Wisdom Responses to Globalization</em>David Geoffrey Smith</p><p><strong>Chapter 4</strong><em>The Globalization of Curriculum Research: Lessons from Europe</em>Daniel Tröhler</p><p><strong>Chapter 5</strong><em>A Nonviolent Perspective on Internationalizing Curriculum Studies</em>Hongyu Wang</p><p><strong>Section II<br><em>39 Essays on Curriculum Research in 34 Countries</em></strong></p><p><strong>Chapter 6</strong><em>Curriculum Studies in Argentina: Documenting the Constitution of a Field</em>Silvina Feeney and Flavia Terigi</p><p><strong>Chapter 7</strong><em>The Curriculum Field in Brazil since the 1990s</em>Alice Casimiro Lopes and Elizabeth Macedo</p><p><strong>Chapter 8</strong><em>Curriculum Tendencies in Brazil</em>Silvia Elizabeth Miranda de Moraes</p><p><strong>Chapter 9</strong><em>Curricular Landscapes, Neoliberal Densities: Curriculum Reform and Research in Chile</em>Claudia Matus Cánovas</p><p><strong>Chapter 10</strong><em>Curriculum Studies in China: Retrospect and Prospect</em>Zhang Hua and Zhenyu Gao</p><p><strong>Chapter 11</strong><em>Curriculum Studies in Colombia</em>Juny Montoya-Vargas</p><p><strong>Chapter 12</strong><em>Curriculum Studies in Cyprus: Intellectual History and Present Circumstances</em>Nikoletta Christodoulou</p><p><strong>Chapter 13</strong><em>Curriculum Development and Research in Ethiopia </em></p><p>Woube Kassaye</p><p><strong>Chapter 14</strong><em>Governing Autonomy: Subjectivity, Freedom, and Knowledge in Finnish Curriculum Discourse </em>Antti Saari, Sauli Salmela, Jarkko Vilkkilä</p><p><strong>Chapter 15</strong><em>Curriculum, Evaluation, and Control in Germany</em>Wolfgang Böttcher</p><p><strong>Chapter 16</strong><em>Competence-Oriented Curriculum Reform in the Federal Republic of Germany</em>Charlotte Röhner</p><p><strong>Chapter 17</strong><em>In Search of a Diverse Curriculum: Toward the Making of a Postmodern Hong Kong in the 21st Century</em>Edmond Hau-Fai Law</p><p><strong>Chapter 18</strong><em>The Iranian Curriculum Field Recounted: Understanding the Multiplicity of Discourses</em>Mahmound Mehrmohammadi</p><p><strong>Chapter 19 </strong><em>Curriculum Inquiry in the Republic of Ireland</em>Kevin Williams and Elaine McDonald</p><p><strong>Chapter 20</strong><em>Curriculum Planning from the National to the Glocal: The Israeli Case</em>Yehoshua Mathias and Naama Sabar</p><p><strong>Chapter 21</strong><em>“Cities and Signs”: Understanding Curriculum Studies in Italy</em>Paula M. Salvio</p><p><strong>Chapter 22</strong><em>Educational Reform in Contemporary Japan</em>Tadahiko Abiko</p><p><strong>Chapter 23</strong><em>Japanese Educational Reform for the Twenty-First Century: The Impact of New Course Studies towards the Post-Modern Era in Japan </em>Shigeru Asanuma</p><p><strong>Chapter 24</strong><em>Political Change and Development of Centralized Curriculum Policy in South Korea</em>Yonghwan Lee</p><p><strong>Chapter 25</strong><em>Curriculum Studies as Reconceptualization Discourse: A Tale of South Korea</em>Young Chun Kim, Dong Sung Lee, and Jae Hong Joo</p><p><strong>Chapter 26</strong><em>Tomorrow Never Dies A Socio-Historical Analysis of the Luxembourgish Curriculum</em>Thomas Lenz, Anne Rohstock and Catherina Schreiber </p><p><strong>Chapter 27</strong><em>Curriculum Research in Mexico</em>Frida Díaz Barriga</p><p><strong>Chapter 28</strong><em>Curriculum Research in the Netherlands</em>Willem Wardekker, Monique Volman, and Jan Terwel</p><p><strong>Chapter 29</strong><em>Curriculum Studies in Nigeria</em>Rosita Okekenwa Igwe</p><p><strong>Chapter 30</strong><em>Curriculum Theory and Research in Norway: Traditions, Trends and Topics</em>Kirsten Sivesind and Berit Karseth</p><p><strong>Chapter 31</strong><em>Theoretical Approaches Underlying Primary Education Curricula in Peru </em>Lileya Manrique, Diana Revilla and Pilar Lamas</p><p><strong>Chapter 32</strong><em>Poland: Through Golden and Dark Ages of History and Education</em>Aleksandra Łuczak</p><p><strong>Chapter 32</strong><em>Curriculum Research in Portugal: Emergence, Research, and Europeanization</em>José Augusto Pacheco and Filipa Seabra</p><p><strong>Chapter 34</strong><em>Curriculum: A Constant Concern in Romania</em>Rodica Mariana Niculescu</p><p><strong>Chapter 35</strong><em>The History of Curriculum in Russia </em>Vladimir Blinov</p><p><strong>Chapter 36</strong><em>Curriculum in Singapore</em>Viniti Vaish</p><p><strong>Chapter 37</strong><em>Curriculum Reform and the Field of Curriculum in Spain</em>César Coll and Elena Martín</p><p><strong>Chapter 38</strong><em>Curriculum Research in South Africa</em>Lesley LeGrange</p><p><strong>Chapter 39</strong><em>From Rationalist Autonomy to Scientific Empiricism: A History of Curriculum in Switzerland</em>Rebekka Horlacher and Andrea De Vincenti</p><p><strong>Chapter 40</strong><em>A Review of Curriculum Study in Taiwan</em>Hwang, Jenq-Jye, Chang, Chia-Yu, Chen, Derwen</p><p><strong>Chapter 41</strong><em>Curriculum Research in Turkey: From the Ottoman Empire to the Republic</em>Sümer Aktan</p><p><strong>Chapter 42</strong><em>Curriculum Studies in Turkey since 2000</em>Dilek Gözütok </p><p><strong>Chapter 43</strong><em>Developing Curriculum History: A British Perspective</em>Ivor F. Goodson </p><p><strong>Chapter 44</strong><em>Curriculum Research in the United States: Crisis, Reconceptualization, Internationalization</em>William F. Pinar</p><p><strong>Contributors</strong></p>