http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Curriculum challenges and opportunities in a changing world
transnational perspectives in curriculum inquiry
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
edited by Bill Green, Philip Roberts, Marie Brennan, editors.