The drive to internationalize higher education has seen the focus shift in recent years towards its defining element, the curriculum. As the point of connection between broader institutional strategies and the student experience, the curriculum plays a key role in the success or failure of the internationalization agenda. Yet despite much debate, the role and power of curriculum internationalization is often unappreciated. This has meant that critical questions, including what it means and how it can be achieved in different disciplines, have not been consistently or strategically addressed. This volume breaks new ground in connecting theory and practice in internationalizing the curriculum in different disciplinary and institutional contexts. An extensive literature review, case studies and action research projects provide valuable insights into the concept of internationalization of the curriculum. Best practice in curriculum design, teaching and learning in higher education are applied specifically to the process of internationalizing the curriculum. Examples from different disciplines and a range of practical resources and ideas are provided. Topics covered include: why internationalize the curriculum?; designing internationalized learning outcomes; using student diversity to internationalize the curriculum; blockers and enablers to internationalization of the curriculum; assessment in an internationalized curriculum; connecting internationalization of the curriculum with institutional goals and student learning. Internationalizing the Curriculum provides invaluable guidance to university managers, academic staff, professional development lecturers and support staff as well as students and scholars interested in advancing theory and practice in this important area.

The Louisiana State University (LSU) Conference on the internationalization of curriculum studies was held April 27-30, 2000. As a result of this breakthrough meeting, the International Association for the Advancement of Curriculum Studies, the American Association for the Advancement of Curriculum Studies, and the movement within American curriculum studies known as «internationalization» all emerged. This book, which documents the conference proceedings, is an important one for courses in teacher education, foundations of education, and curriculum studies.

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

The International Handbook of Curriculum Research is the first collection of reports on scholarly developments and school curriculum initiatives worldwide. Thirty-four essays on 28 nations, framed by four introductory chapters, provide a panoromic

This book is an exposition of how political, cultural, historical, and economic structures and processes shape the nature and character of curriculum landscapes globally. By developing theoretical connections and providing contextual background, Kumar explores how colonialism and imperialism, state-led ideological control, and the wave of neoliberalism and capitalism insidiously impact the process of curriculum development in different parts of the world. Kumar also underscores how intellectual movements such as Marxism and postmodernism have shaped curriculum theory in varied political and economic settings. By emphasizing the connections between and among diverse cultural and political conceptualizations of curriculum, this volume contributes to the internationalization of curriculum studies discourses.

Reforming the Higher Education Curriculum is a collection of papers that explore how a college or university can plan and implement a systemwide program for internationalizing the curriculum, not only from the perspective of specific international programs, but throughout the entire university. The authors address this issue from a variety of perspectives, discussing reasons why internationalizing the curriculum is needed, recommending general approaches for doing so, and creating an outline for internationalizing courses in various disciplines. Also provided are suggestions for internationalizing faculty thinking and assessing student outcomes for international programs. This book will be of great interest to presidents, deans, vice presidents for academic affairs, faculty members, and administrators of international study programs.

This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the majority world.