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Table of Contents
Intro
Contents
Notes on Contributors
List of Tables
1 Transnational Curriculum Inquiry in a Changing World
Introduction
The Melbourne Conference-Continuing the IAACS Project
Transnational Curriculum Inquiry?
The Book, the Reader and a Final Note
References
Part I Decolonising the Curriculum
2 Development, Decolonisation and the Curriculum: New Directions for New Times?
Introduction
Decolonisation and Decoloniality
Transformation by Detachment
Transformation by Inclusion
Education by Enlargement
Education by Critical Appropriation
Conclusion
References
3 Smoke and Mirrors: Indigenous Knowledge in the School Curriculum
Introduction: Researching Indigenous Knowledge in the School Curriculum
'Working the Ruins' of Curriculum Theory: Responding to Michael Young (Young 2013)
Māori Knowledge in the School Curriculum
Conclusion
References
4 The Mestizo Latinoamericano as Modernity's Dialectical Image: Critical Perspectives on the Internationalization Project in Curriculum Studies
Introduction
The Critique of Modernity and the Mestizo Latinoamericano
The Critique of Modernity/Coloniality and Decolonization of Academic Fields: Curriculum Studies as an Internationalization Conversation
References
5 Refusing Reconciliation in Indigenous Curriculum
Introduction
Settler Colonialism and Reconciliation in Indigenous Education
The Coherence of Indigenous Onto-Epistemologies in Curriculum
Conclusion
References
Part II Knowledge Questions and Curriculum Dilemmas
7 Bringing Content Back in: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education
'Bringing Knowledge Back In': The Social Realist School
Beyond the Social Realist School
Bildung-Centred Didaktik
Schwab's Curriculum Thinking
Convergence and Divergence
Resonance with Chinese Educational Thinking
Concluding Remarks
References
8 Knowledge Beyond the Metropole: Curriculum, Rurality and the Global South
The Metropole
Modernity and Rurality
Towards a Rural Epistemology
Knowledge and the Rural
A Generalisable Australian Curriculum Case
History of Disciplines
Curriculum and Rural Schools
References
9 Curriculum Making as Design Activity
Design
Design Problems
The 'Wicked' Curriculum
Designing Curriculum
Interpretive Framing
Designing for Deep Meaning
Co-Designing with Users
Conclusion
References
10 Curriculum-Didaktik and Bildung: A Language for Teaching?
Introduction
Teaching Content
Autonomy for Teaching
Rethinking Bildung
Conclusion
References
11 Ethical Vexations that Haunt 'Knowledge Questions' for Curriculum
Introduction: Knowledge-and-Ethics Questions for Curriculum
Contents
Notes on Contributors
List of Tables
1 Transnational Curriculum Inquiry in a Changing World
Introduction
The Melbourne Conference-Continuing the IAACS Project
Transnational Curriculum Inquiry?
The Book, the Reader and a Final Note
References
Part I Decolonising the Curriculum
2 Development, Decolonisation and the Curriculum: New Directions for New Times?
Introduction
Decolonisation and Decoloniality
Transformation by Detachment
Transformation by Inclusion
Education by Enlargement
Education by Critical Appropriation
Conclusion
References
3 Smoke and Mirrors: Indigenous Knowledge in the School Curriculum
Introduction: Researching Indigenous Knowledge in the School Curriculum
'Working the Ruins' of Curriculum Theory: Responding to Michael Young (Young 2013)
Māori Knowledge in the School Curriculum
Conclusion
References
4 The Mestizo Latinoamericano as Modernity's Dialectical Image: Critical Perspectives on the Internationalization Project in Curriculum Studies
Introduction
The Critique of Modernity and the Mestizo Latinoamericano
The Critique of Modernity/Coloniality and Decolonization of Academic Fields: Curriculum Studies as an Internationalization Conversation
References
5 Refusing Reconciliation in Indigenous Curriculum
Introduction
Settler Colonialism and Reconciliation in Indigenous Education
The Coherence of Indigenous Onto-Epistemologies in Curriculum
Conclusion
References
Part II Knowledge Questions and Curriculum Dilemmas
7 Bringing Content Back in: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education
'Bringing Knowledge Back In': The Social Realist School
Beyond the Social Realist School
Bildung-Centred Didaktik
Schwab's Curriculum Thinking
Convergence and Divergence
Resonance with Chinese Educational Thinking
Concluding Remarks
References
8 Knowledge Beyond the Metropole: Curriculum, Rurality and the Global South
The Metropole
Modernity and Rurality
Towards a Rural Epistemology
Knowledge and the Rural
A Generalisable Australian Curriculum Case
History of Disciplines
Curriculum and Rural Schools
References
9 Curriculum Making as Design Activity
Design
Design Problems
The 'Wicked' Curriculum
Designing Curriculum
Interpretive Framing
Designing for Deep Meaning
Co-Designing with Users
Conclusion
References
10 Curriculum-Didaktik and Bildung: A Language for Teaching?
Introduction
Teaching Content
Autonomy for Teaching
Rethinking Bildung
Conclusion
References
11 Ethical Vexations that Haunt 'Knowledge Questions' for Curriculum
Introduction: Knowledge-and-Ethics Questions for Curriculum