International handbook of curriculum research
著者
書誌事項
International handbook of curriculum research
（Studies in curriculum theory）
Lawrence Erlbaum Associates, 2003
- : casebound
- : pbk
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
The International Handbook of Curriculum Research is the first collection of reports on scholarly developments and school curriculum initiatives worldwide.
Thirty-four essays on 28 nations, framed by four introductory chapters, provide a panoromic and, for several nations (on which there are multiple essays), an in-depth view of the state of curriculum studies globally. As a whole this comprehensive, precedent-setting volume contributes significantly to the internationalization of curriculum studies and the formation of a worldwide field.
Curriculum studies straddles the divide between contemporary social science and the humanities. Research in the field is sometimes quantitative, often qualitative, sometimes arts-based, sometimes informed by humanities fields, such as philosophy, literary theory, and cultural studies. It is influenced as well by social science fields, such as psychology, political and social theory, and by interdisciplinary fields, such as women's and gender studies and post-colonial studies. The use of the term "research" in the title is intended to emphasize, despite its paradigmatic differences, the field's relative unity in the project of understanding--a term that includes both theoretical and practical interests and initiatives.
The International Handbook of Curriculum Research will serve usefully as the main text in courses devoted exclusively to internationalization and globalization in curriculum studies, and as a supplemental text in general curriculum courses. For prospective and practicing teachers in the United States and elsewhere, it will contextualize national school reform efforts. As a library, personal, and pedagogical resource, this Handbook is an indispensable volume for curriculum studies scholars and students around the world.
目次
Contents: W.F. Pinar, Preface. Introduction. Part I: Four Essays of Introduction. D.G. Smith, Curriculum and Teaching Face Globalization. N. Gough, Thinking Globally in Environmental Education: Implications for Internationalizing Curriculum Inquiry. C. Matus, C. McCarthy, The Triumph of Multiplicity and the Carnival of Difference: Curriculum Dilemmas in the Age of Postcolonialism and Globalization. N.V. Overly, A History of the World Council for Curriculum and Instruction (WCCI). Part II: Thirty-Four Essays on Curriculum Studies in 28 Nations. S. Feeney, F. Terigi, Curriculum Studies in Argentina: Documenting the Constitution of a Field. M. Palamidessi, D. Feldman, The Development of Curriculum Thought in Argentina. B. Green, Curriculum Inquiry in Australia: Toward a Local Genealogy of the Curriculum Field. S.N. Pandey, F.R. Moorad, The Decolonization of Curriculum in Botswana. A.F.B. Moreira, The Curriculum Field in Brazil: Emergence and Consolidation. A.C. Lopes, E. Fernandes de Macedo, The Curriculum Field in Brazil in the 1990s. S.E. Moraes, In Search of a Vision: How Brazil Is Struggling to Envision Citizenship for Its Public Schools. C. Chambers, "As Canadian as Possible Under the Circumstances": A View of Contemporary Curriculum Discourses in Canada. H. Zhang, Q. Zhong, Curriculum Studies in China: Retrospect and Prospect. E. Hau-Fai Law, In Search of a Quality Curriculum in Hong Kong. U. Laanemets, Learning for the Future in Estonia: Content Revisited and Reconceptualized. T. Autio, Postmodern Paradoxes in Finland: The Confinements of Rationality in Curriculum Studies. D. Egea-Kuehne, Understanding Curriculum in France: A Multifaceted Approach to Thinking Education. K. Williams, G. McNamara, The Landscape of Curriculum Inquiry in the Republic of Ireland. N. Sabar, Y. Mathias, Curriculum Planning at the Threshold of the Third Millennium: The Israeli Case. M. Vicentini, Curriculum Reform in Italy in a European Perspective. M. Hashimoto, Japan's Struggle for the Formation of Modern Elementary School Curriculum: Westernization and Hiding Cultural Dualism in the Late 19th Century. T. Abiko, Present State of Curriculum Studies in Japan. S. Asanuma, Japanese Educational Reform for the 21st Century: The Impact of the New Course of Study Toward the Postmodern Era in Japan. A.D. Barriga, Curriculum Research: Evolution and Outlook in Mexico. F.D. Barriga, Main Trends of Curriculum Research in Mexico. J.D. Jansen, What Education Scholars Write About Curriculum in Namibia and Zimbabwe. W. Wardekker, M. Volman, J. Terwel, Curriculum Theory in the Netherlands. P. Roberts, Contemporary Curriculum Research in New Zealand. B.B. Gundem, B. Karseth, K. Sivesind, Curriculum Theory and Research in Norway: Traditions, Trends, and Challenges. N. Sacalis, Back to Itacka: Curriculum Studies in Romania. Y. Lee, Politics and Theories in the History of Curricular Reform in South Korea. F.D. Rivera, In Southeast Asia: Philippines, Malaysia, and Thailand: Conjunctions and Collisions in the Global Cultural Economy. U. Johansson, Frame Factors, Structures, and Meaning Making: Shifting Foci of Curriculum Research in Sweden. J-J. Hwang, C-Y. Chang, Curriculum Study in Taiwan: Retrospect and Prospect. F.D. Goezutok, Curriculum Development in Turkey. D. Hamilton, G. Weiner, Subject, Not Subjects: Curriculum Pathways, Pedagogies, and Practices in the United Kingdom. C. Kridel, V. Newman, A Random Harvest: A Multiplicity of Studies in American Curriculum History Research. P. Slattery, Hermeneutics, Subjectivity, and Aesthetics: Internationalizing the Interpretive Process in U.S. Curriculum Research.
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