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Curriculum Studies Guidebooks

Volume 2- Concepts and Theoretical Frameworks


Marla B. Morris

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in education; narrative inquiry in education; and qualitative studies in education.


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Chapter 4: Cosmopolitan curriculum concepts


· 4 · cosmopolitan curriculum concepts The International Association for the Advancement of Curriculum Studies (IAACS) holds conferences globally, and the field, as William Pinar (2003a) notes, is now worldwide (p. 1). For students who are interested in the world- wideness—if you will—of curriculum studies, consult William Pinar’s (2003a) International Handbook of Curriculum Research. This is the first book in the field that deals with curriculum studies on a worldwide scale. Pinar explains, This is, I believe, the first international handbook of curriculum studies. As such, it represents the first move in postulating an architecture of a worldwide field of cur- riculum studies. By worldwide, I do not mean uniform. As I have noted on another occasion, at this stage of formulation, curriculum studies tends to be embedded in their national and regional settings, often stipulated by national educational policies and/or reaction to them. (p. 1) There are several issues here that I would like to tease out and think through. What does it mean to think worldwide and to think also on the national lev- el? It must be noted that thinking internationally, though, is not new in the field of education broadly speaking. Mary Hayden, Jack Levy, and Jeff Thomp- son (2008) have also compiled a book on international issues in education that students might consult as well. Their text is called The SAGE Handbook of Research in International Education. Robert Sylvester (2008) comments, 92 curriculum studies guidebooks, volume 2 As a discipline concerned with both theory and...

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