Transnational Perspectives in Curriculum Inquiry
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Bill Green is Emeritus Professor of Education at Charles Sturt University, Australia. His recent publications include Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide (2018) and Rethinking L1 Education in a Global Era: Understanding the (Post-)National L1 Subjects in New and Uncertain Times (co-edited with Per-Olof Erixon, 2020). Philip Roberts is Associate Professor in Curriculum Inquiry and Rural Education at the University of Canberra, Australia, and an Australian Research Council DECRA Fellow (2020-2022). His work is situated within rural sociology, the sociology of knowledge, educational sociology, and social justice, and is informed by the spatial turn in social theory and sustainability. Marie Brennan is Adjunct Professor at the University of South Australia and Extraordinary Professor in Education at Stellenbosch University, South Africa. She is active in teacher education, curriculum studies, and education policy studies. Her curriculum work focuses on the intertwined global challenges of inequalities/injustice, decoloniality, and environment enacted in the local.
1. Transnational Curriculum Inquiry in a Changing World2. Development, Decolonisation and the Curriculum: New Directions for New Times?3. Smoke and Mirrors: Indigenous Knowledge in the School Curriculum4. The Mestizo Latinoamericano as Modernity's Dialectical Image: Critical Perspective on the Internationalization Project in Curriculum Studies5. Refusing Reconciliation in Indigenous Curriculum6. Toward a De-Colonial Language Gesture in Transnational Curriculum Studies7. Bringing Content Back In: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education8. Knowledge Beyond the Metropole: Curriculum, Rurallity and the Global South9. Curriculum Making as a Design Activity10. Curriculum-Didaktik and Bildung: A Language for Teaching?11. Ethical Vexations that Haunt 'Knowledge Questions' for Curriculum12. Curriculum History and Progressive Education in Australia: A Prolegomenon13. Curriculum and Literacy Policies in a Context of Curriculum Centralization: The Case of Brazil.- 14. Relocating Curriculum and Reimagining Place under Settler Capitalism15. Reconceptualizing the Multilingual Child: Curriculum Construction in Luxembourg16. Distal Confabulation and Transnational Literacy: Complicating 'Complicated Conversation' in Curriculum Inquiry17. Curriculum for Teacher Formation: Antagonism and Discursive Interpellations18. Curriculum Design in the Anthropocene: Challenges to Human Intentionality19. From the Fossil Curriculum to the Post-Carbon Curriculum: Histories and Dilemmas