A Critical Examination of Mathematics Curriculum Studies A Critical Review of STEAM (Science, Technology, Engineering, Arts, and Mathematics) A Re-Examination of Key Curriculum Debates and Directions in South Africa A Search for the Heart of Teacher Education Through Curriculum Academic Languages and Literacies in Content-based Education in English-as-an-Additional-Language Contexts Activism and Social Movement Building in Curriculum African and Black Diaspora as Curriculum Alternative Conceptions of Adolescence as a Basis for Curriculum An Overview of Qualitative Inquiry in Curriculum Studies Art in the Postcolonial Imagination and as Tools of Conviviality Bilingual Education Bringing a Humanistic Approach to Special Education Curriculum Childhood and Curriculum Community Organizing as Curriculum and for Curriculum Critique and Reform Creativity and Dance Education Research Creativity in Education Critical Perspectives on Curriculum and Pedagogy Critical Racial Literacy in Educational and Familial Settings Critical Social Studies in the United States Critical White Studies and Curriculum Theory Cross-Cultural and Multicultural Narrative Inquiry Cultures of Curriculum Curricula of Care and Radical Love Curricula of Museum Education: International Instances Curriculum and Learning Environments Curriculum and Place Curriculum and the Intersection of Ethics and Aesthetics Curriculum for Liberation in the Neoliberal Era Curriculum History Curriculum Ideologies Curriculum in a Third Space Curriculum Influences: William James and Michel Foucault Curriculum of Migrant Communities in Mainland China Curriculum of Social Movements Curriculum Proposals Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity Curriculum Studies, Critical Geography, and Critical Spatial Theory Curriculum Theory and Historical Connections Curriculum Wisdom and Educational Leadership Democracy and Justice in Mathematics and Science Curriculum Dialogic Education Diaspora Curriculum Diaspora Literacy, Heritage Knowledge and Revolutionary African Centered Pedagogy in Black Studies Curriculum Theorizing and Praxis Documentary Filmmaking as Curriculum Inquiry and Film as a Means to Broaden Portrayal of Curricular Phenomena Drama and Learning Drama in Education and Applied Theater, from Morality and Socialization to Play and Postcolonialism Educational Policy and Curriculum Studies Elite and Private Education Feminist Curriculum Studies From Adult Authority to Personal Responsibility: Alternative Curricula From Buddha to Tagore and Gandhi: Value-Creating Curricula in India From Curriculum Theory to Theorizing From Makiguchi to Toda to Ikeda and Soka Schools: Alternative Curricula in Japan with International Impact Geographical and Environmental Education in School Curricula Health and Illness as Bases for Understanding Curriculum Embodiment Hidden, Null, Lived, Material, and Transgressive Curricula Higher Education Curriculum in the United States High-Stakes Testing, Standardization, and Inequality in the United States Histories and Theories in Childhood Studies History and Social Studies Curriculum History of Curriculum Development in Schools Human Rights Education Immigration, Incarceration, and Cultural Exclusion in Curriculum Indigenous Storywork as a Basis for Curricula that Educates the Heart, Mind, Body, and Spirit Inquiry-Based Curriculum in Early Childhood Education Integrative Curriculum Interdisciplinary Curriculum and Learning in Higher Education Islamic Curriculum John Dewey and Curriculum Studies Justice Against the Epistemicide: Itinerant Curriculum Theory and the Struggle to Decanonize Curriculum Studies Key Instances of Holistic Curriculum as an Alternative to National Curriculum Landscapes of Self in Curriculum Studies Latinx Curriculum Theorizing Literature and the Arts as a Basis for Curriculum in the Work of Maxine Greene Literature as Curriculum and Curriculum Studies Model Minorities and Overcoming the Dominance of Whiteness Multicultural Education: A Foundation of Curriculum Studies Multiracial Curriculum Perspectives Music as Curriculum Mythopoetics of Curriculum Narrative and Curriculum Theorizing Narrative Inquiry: Story as a Basis for Curriculum Studies Opposition to Curriculum Structured by Neoliberal Globalization Oral History Illustrated by the Case of Cyprus Outside and Embodied Curriculum: From Integration and Core to Ecological Interdependence Peace and Curriculum Studies Play as Curriculum Posthuman Curriculum Studies: The Twilight of Humanism Postmodern Curriculum Public Pedagogy Theories, Methodologies, and Ethics Public-Oriented Alternatives to Dominating Control of Schooling Exemplified by Raden Adjeng Kartini to Ki Hadjar's Taman Siswa Schools in Indonesia Queer Students in the Carceral State Race, Gender, and Sexual Orientations in Curriculum Ralph Tyler, the Tyler Rationale, and the Idea of Educational Evaluation Reciprocal Learning as a Comparative Education Model and as an Exemplar of Schwab's The Practical in Curriculum Inquiry Red Praxis: Grounding Indigenous Teacher Education through Red Praxis Refugee Girlhood and Visual Storied Curriculum Relations, Aliveness, Love: Curriculum in the Spirit of the Earth Resource Pedagogies and the Evolution of Culturally Relevant, Responsive, and Sustaining Education Rethinking Curriculum and Teaching Revolutionary Critical Rage Pedagogy Science Fiction as a Basis for Global Curriculum Visions Sensuous Curriculum Social and Emotional Learning in the Physical Education Curriculum STEM Education Taxonomies of Educational Objectives as Bases for Curriculum Planning Teaching Self-Efficacy The Curricular Insights of Ivan Illich The Curriculum of Science Education Reform The Eight Year Study and Progressive Education Cooperative Studies Thinking Pedagogy for Places of the Relational Now Tradition and Change in the Curriculum of Liberal or General Education Transnational Curriculum Studies Trends and Typologies of Cosmopolitanism in Education Womanist Inquiry for Social Justice in Curriculum

"The Oxford Encyclopedia of Curriculum Studies (OECS) is a well-researched, peer-reviewed, three-volume collection of essays about current topics in the field of curriculum studies." -- A. N. Kelley, CHOICE

William H. Schubert is a Professor Emeritus of the University of Illinois at Chicago (UIC) where he was a faculty member for 36 years and where he coordinated the Ph.D. Program in Curriculum Studies and served as Chair of Curriculum & Instruction and Director of Graduate Studies. He grew up in rural northeastern Indiana, and earned an undergraduate degree from Manchester University, a Master's Degree from Indiana University-Bloomington, and a Ph.D. from the University of Illinois at Urbana-Champaign, and has also studied at the University of Wisconsin-Madison, the University of Chicago, and Northwestern University. At UIC he was awarded the position of University Scholar and received several university-wide awards for teaching and mentoring. Dr. Schubert is an elected Fellow of the International Academy of Education, an elected member of Professors of Curriculum, and recipient of the 2004 Lifetime Achievement Award in Curriculum Studies of the American Educational Research Association. He has published 19 books, over 250 articles and chapters, and presented papers or colloquia in over 300 scholarly venues. His Curriculum: Perspective, Paradigm, and Possibility (Schubert, 1986) was selected by Professors of Curriculum as the most influential curriculum text between 1970 and 1990, and both his Guide to Curriculum in Education (He, Schultz, & Schubert, 2015) and Reflections from the Heart of Educational Inquiry (Willis & Schubert, 1991) received Critics Choice Awards from the American Educational Studies Association (AESA). He has been president of the John Dewey Society, The Society for the Study of Curriculum History, and the Society of Professors of Education, as well as vice president of the American Educational Research Association. Schubert was the Consulting Editor for the Sage Encyclopedia of Curriculum Studies (Kridel, 2010) and editor of Part Three (Curriculum Theory) of the Sage Handbook of Curriculum and Instruction (Connelly, He, & Phillion, 2008). His work deals with curriculum history, theory, and development in school and non-school cultural contexts. He has authored bibliographical essays that are noted references in Curriculum Studies, for example: Curriculum Books: The First Eighty Years (Schubert & Lopez, 1980); Curriculum Books: The First Hundred Years (Schubert, Lopez Schubert, Thomas, & Carroll, 2002); Schubert, W. H. (2010), "Journeys of expansion and synopsis: Tensions in books that shaped curriculum inquiry, 1968-present" (Schubert, 2010) in Curriculum Inquiry 40(1), 17-94; and Sage Guide to Curriculum in Education (He, Schultz, & Schubert, 2015). Schubert is a former elementary school teacher 1967-1975, and he has consulted and lectured widely throughout the U.S. and world for over 40 years. The Zach S. Henderson Library at Georgia Southern University holds the William H. Schubert Curriculum Studies Collection of his papers, publications, and book collection. Ming Fang He is Professor of Curriculum Studies at Georgia Southern University. She has taught at the graduate, pre-service, and in-service levels in the United States, Canada, Hong Kong, and China. She explores education, curriculum, and life in between Eastern and Western philosophy with a focus on Confucius, John Dewey, Tsunesaburo Makiguchi, Daisaku Ikeda, Weiming Tu, Martha Nussbaum, and Edward Saïd. She has written about cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education, curriculum studies, activist practitioner inquiry, social justice research, exile curriculum, narrative of curriculum in the U. S. South, and transnational and diasporic studies. Her books include: A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape (2003); Narrative and Experience in Multicultural Education (with Michael Connelly & JoAnn Phillion, 2005); Handbook of Curriculum and Instruction (with Michael Connelly & JoAnn Phillion, 2008); Personal~Passionate~Participatory Inquiry into Social Justice in Education (with JoAnn Phillion, 2008); Handbook of Asian Education [with Yong Zhao (Editor), Jing Lei, Goufang Li, Kaori Okano, Nagwa Megahed, David Gamage, & Hema Ramanathan (Co-Editors), 2011]; Sage Guide to Curriculum in Education (with Brian Schultz & William Schubert, 2015); and Oxford Encyclopedia of Curriculum Studies (Editors-in-Chief with William Schubert; with Associate Editors: Isabel Nuñez, Patrick Roberts, Sabrina Ross, & Brian D. Schultz). She co-edits two book series with Information Age Publishing: Research for Social Justice: Personal~Passionate~Participatory Inquiry (with JoAnn Phillion) and Landscapes of Education (with William Schubert). She guest edited an issue of the Journal of Critical Inquiry into Curriculum and Instruction on Experiential Approaches in Curriculum Studies: Personal, Passionate, and Participatory Inquiries (with JoAnn Phillion, 2001); a special issue of the Journal of Curriculum Theorizing on Narrative of Curriculum in the U. S. South: Lives In-Between Contested Race, Gender, Class, and Power (with Sabrina Ross, 2013); and a special issue of The Sophist's Bane: A Journal of the Society of Professors of Education on Minority Women Professors Venturing on the Landscapes of Education (with Sabrina Ross, 2015). She was an Editor of Curriculum Inquiry (2003-2005). She is Co-Editor-in-Chief of Educational Studies (2020-2025), a Leading Associate Editor of Multicultural Perspectives (since 2003), and a member of the International Editorial Board of Curriculum Inquiry (since 2015). She is Program Director for the Ed. D. in Curriculum Studies at Georgia Southern University (2019-2020). She was the Vice President of the AERA Division B (2014-2017). Her current research is expanded to the education of ethnic minorities and disenfranchised individuals, groups, tribes, and societies in the United States, Canada, Hong Kong, Mainland China, and other international contexts.

Selling point: Includes contributions from indigenous, aboriginal, Global South, Asian, and islandic scholars, as well as traditional Western European and American sources Selling point: Perspectives derive from multiple disciplinary sources, including philosophy, literature, the arts, science, and technology Selling point: Incorporates myriad views on meanings of curriculum relative to lived experience Selling point: All articles also available in a continuously-updated format in the online Oxford Research Encyclopedia of Education