Read more
In recent years, there has been increasing attention placed on international and transnational aspects of school and higher education curricula, and the different research approaches and lenses through which these issues are studied. This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the "majority world". In addition, it tackles both transnational cross-border endeavours involving national governments and policy measures, and the promises, challenges and failings of those formal relationships.
The book consists of three sections. The first section provides an introduction and overviews of transnational education in connection with curriculum studies, schooling and higher education. The second section deals with transnational and international perspectives on curriculum studies, schooling and education. The final, third section highlights transnational and international perspectives on higher education.
This timely volume tackles the questions often posed by curriculum scholars and educational researchers around the possibility of a transnational approach to curriculum studies and how (and if) a common set of means can transcend national boundaries and sensitivities. It looks at the common issues and problems across nations that international and transnational curriculum and educational research work could address.
This volume will appeal to researchers and policy makers interested in transnational education and curriculum studies.
List of contents
Part 1. Introduction and overview 1. Introduction: Transnational and international perspectives in curriculum studies, schooling, and higher education 2. Transnational curriculum inquiry: Building postcolonialist constituencies and solidarities Part 2. Transnational and international perspectives in curriculum studies, schooling and education 3. What makes South Korean students world-class learners? Postcolonial analysis of their academic achievements and learning culture 4. The transnational frontiers of Japanese education: Multiculturalism, cosmopolitanism, and global isomorphism 5. Investment in curricular normativity in Brazil: A critical-discursive perspective 6. Reconceptualising transnational perspectives within Australian school curriculum: A prism for the future, not a mirror of the present 7. Environmental/sustainability education in a global context: Stories of political and disciplinary resistances 8. Transnational meritocracy? Parent ideologies and private tutoring 9. Reconceptualizing transnational citizenship: Migration, unconditional hospitality, and urban priority schools Part 3. Transnational and international perspectives in higher education 10. Internationalization at home: A comparison of approaches in China and Japan 11. Fostering patriotism among university students in Kazakhstan and China: status and challenges 12. Teaching and learning in transnational education contexts: Teaching English communication skills in law courses in Singapore 13. Governance of transnational higher education in Vietnam: Issues and ways forward 14. Decolonising the university curriculum: The what, why and how 15. Afterwords: Opportunities and challenges for transnational and international curriculum studies, schooling, and higher education
About the author
John Chi-Kin Lee is Vice President (Academic) and Provost, Chair Professor of Curriculum and Instruction, UNESCO Chair in Regional Education Development and Lifelong Learning, and Director of the Centre for Religious and Spirituality Education at The Education University of Hong Kong.
Noel Gough is Professor Emeritus and Foundation Chair of Outdoor and Environmental Education at La Trobe University. He is a past President (2008) and Honorary Life Member of the Australian Association for Research in Education and was the Founding Editor of Transnational Curriculum Inquiry, the Journal of the International Association for the Advancement of Curriculum Studies (IAACS).
Summary
This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the "majority world".
