Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010334014 | LB2806.15 I595 2014 f | Open Access Book | Book | Searching... |
On Order
Summary
Summary
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.
Author Notes
William F. Pinar is Canada Research Chair in the Faculty of Education at the University of British Columbia, Canada.
Reviews 1
Choice Review
As noted by editor Pinar, this volume is the "first international handbook of curriculum studies" by curriculum scholars from around the world. The handbook is divided into two sections. The first section contains four essays that examine globalization and "human self-understanding" of the importance of thinking globally; how culture and identity are integral in today's world; and finally, how international politics impacts the field of cultural studies. The second section contains essays on curriculum studies from 28 nations. Most major countries are represented, with insights about the field of curriculum as embedded in their national and regional settings. The internationalization of curriculum studies is for most developed countries an obvious outcome of Pinar's work. He notes, however, that the US and the UK are major exceptions. He believes that these two countries are more focused on school improvement and reform and less focused on the "intellectual project of understanding curriculum development and evaluation," and too often the bureaucratic political focus is one-sided. This reviewer cannot do justice to this massive text, which lays an intellectual base for the advancement of the curriculum field worldwide. ^BSumming Up: Essential. General readers and upper-division undergraduates through professionals and practitioners. R. C. Morris State University of West Georgia
