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This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the "majority world".
This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the "majority world".
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John Chi-Kin Lee is Vice President (Academic) and Provost, Chair Professor of Curriculum and Instruction, UNESCO Chair in Regional Education Development and Lifelong Learning, and Director of the Centre for Religious and Spirituality Education at The Education University of Hong Kong. Noel Gough is Professor Emeritus and Foundation Chair of Outdoor and Environmental Education at La Trobe University. He is a past President (2008) and Honorary Life Member of the Australian Association for Research in Education and was the Founding Editor of Transnational Curriculum Inquiry, the Journal of the International Association for the Advancement of Curriculum Studies (IAACS).
Inhaltsangabe
Part 1. Introduction and overview 1. Introduction: Transnational and international perspectives in curriculum studies, schooling, and higher education 2. Transnational curriculum inquiry: Building postcolonialist constituencies and solidarities Part 2. Transnational and international perspectives in curriculum studies, schooling and education 3. What makes South Korean students world-class learners? Postcolonial analysis of their academic achievements and learning culture 4. The transnational frontiers of Japanese education: Multiculturalism, cosmopolitanism, and global isomorphism 5. Investment in curricular normativity in Brazil: A critical-discursive perspective 6. Reconceptualising transnational perspectives within Australian school curriculum: A prism for the future, not a mirror of the present 7. Environmental/sustainability education in a global context: Stories of political and disciplinary resistances 8. Transnational meritocracy? Parent ideologies and private tutoring 9. Reconceptualizing transnational citizenship: Migration, unconditional hospitality, and urban priority schools Part 3. Transnational and international perspectives in higher education 10. Internationalization at home: A comparison of approaches in China and Japan 11. Fostering patriotism among university students in Kazakhstan and China: status and challenges 12. Teaching and learning in transnational education contexts: Teaching English communication skills in law courses in Singapore 13. Governance of transnational higher education in Vietnam: Issues and ways forward 14. Decolonising the university curriculum: The what, why and how 15. Afterwords: Opportunities and challenges for transnational and international curriculum studies, schooling, and higher education
Part 1. Introduction and overview 1. Introduction: Transnational and international perspectives in curriculum studies, schooling, and higher education 2. Transnational curriculum inquiry: Building postcolonialist constituencies and solidarities Part 2. Transnational and international perspectives in curriculum studies, schooling and education 3. What makes South Korean students world-class learners? Postcolonial analysis of their academic achievements and learning culture 4. The transnational frontiers of Japanese education: Multiculturalism, cosmopolitanism, and global isomorphism 5. Investment in curricular normativity in Brazil: A critical-discursive perspective 6. Reconceptualising transnational perspectives within Australian school curriculum: A prism for the future, not a mirror of the present 7. Environmental/sustainability education in a global context: Stories of political and disciplinary resistances 8. Transnational meritocracy? Parent ideologies and private tutoring 9. Reconceptualizing transnational citizenship: Migration, unconditional hospitality, and urban priority schools Part 3. Transnational and international perspectives in higher education 10. Internationalization at home: A comparison of approaches in China and Japan 11. Fostering patriotism among university students in Kazakhstan and China: status and challenges 12. Teaching and learning in transnational education contexts: Teaching English communication skills in law courses in Singapore 13. Governance of transnational higher education in Vietnam: Issues and ways forward 14. Decolonising the university curriculum: The what, why and how 15. Afterwords: Opportunities and challenges for transnational and international curriculum studies, schooling, and higher education
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