Angol
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. Throughout this volume, the authors set in relational play two curricular gestures for themselves and for readers: asking what the task of the 21 st century curriculum theorist is and how scholars can push beyond boundaries to create new by rereading the field's histories, environments, and critiques. 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 reconceptualise international curriculum development and theory.
