Chapter 1. Introduction, Cristyne Hébert, Awad Ibrahim, Nicholas Ng-A-Fook, and Bryan Smith.- Chapter 2. Towards a Complex Coherence in the Field of Curriculum Studies, Theodore M. Christou and Christopher DeLuca.- Chapter 3. Making Manifestos in Absentia: Of a World without Curriculum Theory, Molly Quinn and Niki Christodoulou.- Chapter 4. Curriculum Theory in Brazil: A Path in the Mists of the Xxi Century, Antonio Flávio Barbosa Moreira, and Rosane Karl Ramos.- Chapter 5. Talking Back to Second Language Education Curriculum Control, Douglas Fleming.- Chapter 6. A Phenomenography of Educators’ Conceptions of Curriculum: Implication for Next Generation Curriculum Theorists’ Contemplation and Action, Jazlin Ebenezer, Nicholas Sseggobe-Kiruma, Susan Harden, Russell Pickell and Suha Mohammed Hamden.- Chapter 7. Crossing Borders: A Story of Refugee Education, Karen Meyer, Cynthia Nicol, Siyad Maalim, Mohamud Olow, Abdikhafar Ali, Samson Nashon, Mohamed Bulle, Ahmed Hussein, Ali Hussein, and Hassan Hassan.- Chapter 8. Curriculum Theorists in the Classroom: Subjectivity, Crises, and Socioenvironmental Equity, Avril Aitken and Linda Radford.- Chapter 9. Curriculum for Identity: Narrative Negotiations in Autobiography, Learning, and Education, Eero Repo.- Chapter 10. High Passions: Affect and Curriculum Theorizing in the Present, Bessie Dernikos, Nancy Lesko, Stephanie D. McCall, and Alyssa D. Niccolini.- Chapter 11. The Power of Curriculum as Autobiographical Text: Insights from Utilizing Narrative Inquiry Self-Study in Research, Teaching, and Living, Carmen Shields.- Chapter 12. Nonviolence as a Daily Practice in Education: A Curriculum Vision, Hongyu Wang.- Chapter 13. Currere’s Active Force and the Concept of Ubuntu, Lesley Le Grange.- Chapter 14. For Us, Today: Understanding Curriculum as Theological Text in the 21st Century, Rita Ugena Whitlock

This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning. The collection draws on the groundbreaking work of Dwayne Huebner in order to invite scholars into conversation with histories of curriculum studies and to posit them within it, opening up new spaces to work in and through curricular issues. This book will appeal to scholars, teachers, and students looking to reconceptualize international curriculum development and theory.

“Internationalization characterizes the present paradigmatic moment in curriculum studies; this collection identifies its key concerns. Grounded in place and time and animated by critique, the editors and contributors provide contextualization for the conceptions that characterize curriculum studies worldwide—indispensable for faculty and students alike.” (William F. Pinar, Professor and Canada Research Chair, University of British Columbia, Canada)“The editors of this volume bring together leading international curriculum scholars to return to the enduring commitments, modes of study, and wisdom that continue to ground ongoing, critical re-conceptualizations of the field. In this timely and compelling collection of essays, the editors renew a much-needed, international, and complicated conversation on the tasks of curriculum scholars engaging a radically changing globalized landscape.” (Aparna Mishra Tarc, Associate Professor in the Faculty of Education, York University, Canada) “Pressing back at neoliberal conceptualization of globalization, in Internationalizing Curriculum Studies: Histories, Environments, and Critiques, editors Cristyne Hebert, Nicholas Ng-A-Fook, Awad Ibrahim, and Bryan Smith have assembled a volume that at once dances across international conceptualizations of curriculum studies and contextualizes those understandings in clear and insightful ways. These trajectories document the strength and complexity of contemporary curriculum theorizing from a variety of traditions and national perspectives that, when assembled, provide a vista that shows the depth, breadth, and growth of the field. Equally at home in graduate studies of education or undergraduate teacher education courses, Internationalizing Curriculum Studies is an important, reflexive reminder about the power of possibilities in studying with others and the significance of listening across borders of all kinds.” (Walter Gerson, Associate Professor in the School of Teaching, Learning, and Curriculum Studies at Kent State University, USA)

Assembles the work of several prominent international scholars in the fields of curriculum, pedagogy, and teacher education that engage with curriculum theory/theorists using an international lens and scholarship Builds upon the work of Pinar to propose contemporary understandings of curriculum studies and theory by considering the implications of engaging with different international intellectual traditions and incorporating these into new theories and practices by curriculum theorists Explores innovative ideas in curriculum theory and how they inform curriculum designs that foster and promote alternative interpretations of the twenty-first century tasks of curriculum scholars

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