The Oxford Encyclopedia of Curriculum Studies

Author:

William H. Schubert; Ming Fang He

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Related Categories: Academic, Professional and General > Social Sciences > Education > Curricula
General Interest > Social Sciences > Education > Curricula

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Description

Includes contributions from indigenous, aboriginal, Global South, Asian, and islandic scholars, as well as traditional Western European and American sources
Perspectives derive from multiple disciplinary sources, including philosophy, literature, the arts, science, and technology
Incorporates myriad views on meanings of curriculum relative to lived experience
All articles also available in a continuously-updated format in the online Oxford Research Encyclopedia of Education

The Oxford Encyclopedia of Curriculum Studies addresses the central question of Curriculum Studies as: What is worthwhile? Writ large, Curriculum Studies pertains to what human beings should know, need, experience, do, be, become, overcome, contribute, share, wonder, imagine, invent, and improve. While the Encyclopedia treats curriculum as definitely central to schooling, it also shows how curriculum scholars work on myriad other institutionalized and non-institutionalized dimensions of life that shape the ways humans learn to perceive, conceptualize, and act in the world.

Thus, while the Encyclopedia considers common "curriculum" categories (e.g., curriculum theory, history, purposes, development, design, enactment, evaluation), it does so through a critical eye that provides counter-narratives to neoliberal, colonial, and imperial forces that have too often dominated curriculum thought, policy, and practice. While the Encyclopedia presents contemporary perspectives on prevailing topics such as science, mathematics, social studies, literacy/reading/literature/language arts, music, art, physical education, testing, special education, and the liberal arts, many of the articles also show how curriculum is embedded in ideology, human rights, mythology, museums, media, literature/film, geographical spaces, community organizing, social movements, cultures, race relations, gender, social class, immigration, activist work, popular pedagogy, revolution, diasporic events, and much more.

To provide such perspectives, articles draw upon diverse scholarly traditions in addition to established qualitative and quantitative approaches (e.g., feminist, womanist, oral, critical theory, critical race theory, critical dis/ability studies, Indigenous ways of knowing, documentary, dialogue, postmodern, cooperative, posthuman, and diverse modes of expression). Moreover, such orientations--often drawn from neglected work from Asia, the Global South, Aboriginal regions, and other often excluded realms--reveal positions that counter official or dominant neoliberal impositions by emphasizing hidden, null, outside, material, embodied, lived, and transgressive curricula that foster emancipatory, ecologically interdependent, and continuously growing constructs. The Oxford Encyclopedia of Curriculum Studies is the most comprehensive resource available in this field, and an essential reference for any student or scholar engaged in education research. All articles are also available online in the Oxford Research Encyclopedia of Education, where they will be continuously updated as the field evolves.

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Index

Index:

A Critical Examination of Mathematics Curriculum Studies
A Critical Review of STEAM (Science, Technology, Engineering, Arts, and Mathematics)
A Re-Examination of Key Curriculum Debates and Directions in South Africa
A Search for the Heart of Teacher Education Through Curriculum
Academic Languages and Literacies in Content-based Education in English-as-an-Additional-Language Contexts
Activism and Social Movement Building in Curriculum
African and Black Diaspora as Curriculum
Alternative Conceptions of Adolescence as a Basis for Curriculum
An Overview of Qualitative Inquiry in Curriculum Studies
Art in the Postcolonial Imagination and as Tools of Conviviality
Bilingual Education
Bringing a Humanistic Approach to Special Education Curriculum
Childhood and Curriculum
Community Organizing as Curriculum and for Curriculum Critique and Reform
Creativity and Dance Education Research
Creativity in Education
Critical Perspectives on Curriculum and Pedagogy
Critical Racial Literacy in Educational and Familial Settings
Critical Social Studies in the United States
Critical White Studies and Curriculum Theory
Cross-Cultural and Multicultural Narrative Inquiry
Cultures of Curriculum
Curricula of Care and Radical Love
Curricula of Museum Education: International Instances
Curriculum and Learning Environments
Curriculum and Place
Curriculum and the Intersection of Ethics and Aesthetics
Curriculum for Liberation in the Neoliberal Era
Curriculum History
Curriculum Ideologies
Curriculum in a Third Space
Curriculum Influences: William James and Michel Foucault
Curriculum of Migrant Communities in Mainland China
Curriculum of Social Movements
Curriculum Proposals
Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity
Curriculum Studies, Critical Geography, and Critical Spatial Theory
Curriculum Theory and Historical Connections
Curriculum Wisdom and Educational Leadership
Democracy and Justice in Mathematics and Science Curriculum
Dialogic Education
Diaspora Curriculum
Diaspora Literacy, Heritage Knowledge and Revolutionary African Centered Pedagogy in Black Studies Curriculum Theorizing and Praxis
Documentary Filmmaking as Curriculum Inquiry and Film as a Means to Broaden Portrayal of Curricular Phenomena
Drama and Learning
Drama in Education and Applied Theater, from Morality and Socialization to Play and Postcolonialism
Educational Policy and Curriculum Studies
Elite and Private Education
Feminist Curriculum Studies
From Adult Authority to Personal Responsibility: Alternative Curricula
From Buddha to Tagore and Gandhi: Value-Creating Curricula in India
From Curriculum Theory to Theorizing
From Makiguchi to Toda to Ikeda and Soka Schools: Alternative Curricula in Japan with International Impact
Geographical and Environmental Education in School Curricula
Health and Illness as Bases for Understanding Curriculum Embodiment
Hidden, Null, Lived, Material, and Transgressive Curricula
Higher Education Curriculum in the United States
High-Stakes Testing, Standardization, and Inequality in the United States
Histories and Theories in Childhood Studies
History and Social Studies Curriculum
History of Curriculum Development in Schools
Human Rights Education
Immigration, Incarceration, and Cultural Exclusion in Curriculum
Indigenous Storywork as a Basis for Curricula that Educates the Heart, Mind, Body, and Spirit
Inquiry-Based Curriculum in Early Childhood Education
Integrative Curriculum
Interdisciplinary Curriculum and Learning in Higher Education
Islamic Curriculum
John Dewey and Curriculum Studies
Justice Against the Epistemicide: Itinerant Curriculum Theory and the Struggle to Decanonize Curriculum Studies
Key Instances of Holistic Curriculum as an Alternative to National Curriculum
Landscapes of Self in Curriculum Studies
Latinx Curriculum Theorizing
Literature and the Arts as a Basis for Curriculum in the Work of Maxine Greene
Literature as Curriculum and Curriculum Studies
Model Minorities and Overcoming the Dominance of Whiteness
Multicultural Education: A Foundation of Curriculum Studies
Multiracial Curriculum Perspectives
Music as Curriculum
Mythopoetics of Curriculum
Narrative and Curriculum Theorizing
Narrative Inquiry: Story as a Basis for Curriculum Studies
Opposition to Curriculum Structured by Neoliberal Globalization
Oral History Illustrated by the Case of Cyprus
Outside and Embodied Curriculum: From Integration and Core to Ecological Interdependence
Peace and Curriculum Studies
Play as Curriculum
Posthuman Curriculum Studies: The Twilight of Humanism
Postmodern Curriculum
Public Pedagogy Theories, Methodologies, and Ethics
Public-Oriented Alternatives to Dominating Control of Schooling Exemplified by Raden Adjeng Kartini to Ki Hadjar's Taman Siswa Schools in Indonesia
Queer Students in the Carceral State
Race, Gender, and Sexual Orientations in Curriculum
Ralph Tyler, the Tyler Rationale, and the Idea of Educational Evaluation
Reciprocal Learning as a Comparative Education Model and as an Exemplar of Schwab's The Practical in Curriculum Inquiry
Red Praxis: Grounding Indigenous Teacher Education through Red Praxis
Refugee Girlhood and Visual Storied Curriculum
Relations, Aliveness, Love: Curriculum in the Spirit of the Earth
Resource Pedagogies and the Evolution of Culturally Relevant, Responsive, and Sustaining Education
Rethinking Curriculum and Teaching
Revolutionary Critical Rage Pedagogy
Science Fiction as a Basis for Global Curriculum Visions
Sensuous Curriculum
Social and Emotional Learning in the Physical Education Curriculum
STEM Education
Taxonomies of Educational Objectives as Bases for Curriculum Planning
Teaching Self-Efficacy
The Curricular Insights of Ivan Illich
The Curriculum of Science Education Reform
The Eight Year Study and Progressive Education Cooperative Studies
Thinking Pedagogy for Places of the Relational Now
Tradition and Change in the Curriculum of Liberal or General Education
Transnational Curriculum Studies
Trends and Typologies of Cosmopolitanism in Education
Womanist Inquiry for Social Justice in Curriculum

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About the author

About the author:

William H. Schubert is a Professor Emeritus of the University of Illinois at Chicago (UIC) where he was a faculty member for 36 years and where he coordinated the Ph.D. Program in Curriculum Studies and served as Chair of Curriculum & Instruction and Director of Graduate Studies. He grew up in rural northeastern Indiana, and earned an undergraduate degree from Manchester University, a Master's Degree from Indiana University-Bloomington, and a Ph.D. from the University of Illinois at Urbana-Champaign, and has also studied at the University of Wisconsin-Madison, the University of Chicago, and Northwestern University. At UIC he was awarded the position of University Scholar and received several university-wide awards for teaching and mentoring. Dr. Schubert is an elected Fellow of the International Academy of Education, an elected member of Professors of Curriculum, and recipient of the 2004 Lifetime Achievement Award in Curriculum Studies of the American Educational Research Association. He has published 19 books, over 250 articles and chapters, and presented papers or colloquia in over 300 scholarly venues. His Curriculum: Perspective, Paradigm, and Possibility (Schubert, 1986) was selected by Professors of Curriculum as the most influential curriculum text between 1970 and 1990, and both his Guide to Curriculum in Education (He, Schultz, & Schubert, 2015) and Reflections from the Heart of Educational Inquiry (Willis & Schubert, 1991) received Critics Choice Awards from the American Educational Studies Association (AESA). He has been president of the John Dewey Society, The Society for the Study of Curriculum History, and the Society of Professors of Education, as well as vice president of the American Educational Research Association. Schubert was the Consulting Editor for the Sage Encyclopedia of Curriculum Studies (Kridel, 2010) and editor of Part Three (Curriculum Theory) of the Sage Handbook of Curriculum and Instruction (Connelly, He, & Phillion, 2008). His work deals with curriculum history, theory, and development in school and non-school cultural contexts. He has authored bibliographical essays that are noted references in Curriculum Studies, for example: Curriculum Books: The First Eighty Years (Schubert & Lopez, 1980); Curriculum Books: The First Hundred Years (Schubert, Lopez Schubert, Thomas, & Carroll, 2002); Schubert, W. H. (2010), "Journeys of expansion and synopsis: Tensions in books that shaped curriculum inquiry, 1968-present" (Schubert, 2010) in Curriculum Inquiry 40(1), 17-94; and Sage Guide to Curriculum in Education (He, Schultz, & Schubert, 2015). Schubert is a former elementary school teacher 1967-1975, and he has consulted and lectured widely throughout the U.S. and world for over 40 years. The Zach S. Henderson Library at Georgia Southern University holds the William H. Schubert Curriculum Studies Collection of his papers, publications, and book collection.

Ming Fang He is Professor of Curriculum Studies at Georgia Southern University. She has taught at the graduate, pre-service, and in-service levels in the United States, Canada, Hong Kong, and China. She explores education, curriculum, and life in between Eastern and Western philosophy with a focus on Confucius, John Dewey, Tsunesaburo Makiguchi, Daisaku Ikeda, Weiming Tu, Martha Nussbaum, and Edward Saïd. She has written about cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education, curriculum studies, activist practitioner inquiry, social justice research, exile curriculum, narrative of curriculum in the U. S. South, and transnational and diasporic studies. Her books include: A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape (2003); Narrative and Experience in Multicultural Education (with Michael Connelly & JoAnn Phillion, 2005); Handbook of Curriculum and Instruction (with Michael Connelly & JoAnn Phillion, 2008); Personal~Passionate~Participatory Inquiry into Social Justice in Education (with JoAnn Phillion, 2008); Handbook of Asian Education [with Yong Zhao (Editor), Jing Lei, Goufang Li, Kaori Okano, Nagwa Megahed, David Gamage, & Hema Ramanathan (Co-Editors), 2011]; Sage Guide to Curriculum in Education (with Brian Schultz & William Schubert, 2015); and Oxford Encyclopedia of Curriculum Studies (Editors-in-Chief with William Schubert; with Associate Editors: Isabel Nuñez, Patrick Roberts, Sabrina Ross, & Brian D. Schultz). She co-edits two book series with Information Age Publishing: Research for Social Justice: Personal~Passionate~Participatory Inquiry (with JoAnn Phillion) and Landscapes of Education (with William Schubert). She guest edited an issue of the Journal of Critical Inquiry into Curriculum and Instruction on Experiential Approaches in Curriculum Studies: Personal, Passionate, and Participatory Inquiries (with JoAnn Phillion, 2001); a special issue of the Journal of Curriculum Theorizing on Narrative of Curriculum in the U. S. South: Lives In-Between Contested Race, Gender, Class, and Power (with Sabrina Ross, 2013); and a special issue of The Sophist's Bane: A Journal of the Society of Professors of Education on Minority Women Professors Venturing on the Landscapes of Education (with Sabrina Ross, 2015). She was an Editor of Curriculum Inquiry (2003-2005). She is Co-Editor-in-Chief of Educational Studies (2020-2025), a Leading Associate Editor of Multicultural Perspectives (since 2003), and a member of the International Editorial Board of Curriculum Inquiry (since 2015). She is Program Director for the Ed. D. in Curriculum Studies at Georgia Southern University (2019-2020). She was the Vice President of the AERA Division B (2014-2017). Her current research is expanded to the education of ethnic minorities and disenfranchised individuals, groups, tribes, and societies in the United States, Canada, Hong Kong, Mainland China, and other international contexts.

Contributors:
A. Kayum Ahmed, Columbia University
Dinny Risri Aletheiani, Yale University
Lorin W. Anderson, Distringuished Professor Emeritus of Education, University of South Carolina
Jo-ann Archibald -- Q'um Q'um Xiiem, University of British Columbia
Alex J. Armonda, University of Texas at Austin
Wayne Au, University of Washington Bothell
Rick Ayers, University of San Francisco
William Ayers, University of Illinois at Chicago
Pauli Badenhorst, The University of Texas Rio Grande Valley
Michelle Bae-Dimitriadis, The Pennsylvania State University
Bernadette Baker, University of Wisconsin-Madison
Racheal Banda, Miami University
James A. Beane, Independent Scholar
Sherry Bie, The Ontario Institute for Studies in Education of the University of Toronto
David Blades, University of Victoria
Donald Blumenfeld-Jones, Arizona State University
Gloria Swindler Boutte, University of South Carolina
Jake Burdick, Purdue University
Pamela Burnard, University of Cambridge
Blanca Caldas, University of Minnesota
Nancy Cardwell, The Ontario Institute for Studies in Education of the University of Toronto
Daniel J. Castner, Indiana University Bloomington
Elaine Chan, University of Nebraska-Lincoln
Daniel E. Chapman, Georgia Southern University
Thandeka K. Chapman, University of California, San Diego
Kerry Chappell, University of Exeter
Drew Chappell, Chapman University
Linda Chisholm, University of Johannesburg
Nicoletta (Niki) Christodoulou, Frederick University
Miranda Christou, University of Cyprus
Laura Colucci-Gray, University of Edinburgh
Michael Connelly, The Ontario Institute for Studies in Education at the University of Toronto
Carolyn Cooke, The Open University
Christopher B. Crowley, Wayne State University
Craig A. Cunningham, Independent Scholar
Jenna Cushing-Leubner, University of Wisconsin Whitewater
Lasana D. Kazembe, Indiana University Purdue University at Indianapolis
Leon De Bruin, RMIT University
Noah De Lissovoy, University of Texas at Austin
Zongyi Deng, Nanyang Technological University
Catherine Doherty, Queensland University of Technology
Mary Aswell Doll, Professor Emerita, Savannah College of Art and Design
Tommy Ender, Rhode Island College
Lisa Farley, York University
Jo Flory, Oklahoma State University
Anton Franks, University of Warwick
Barry J. Fraser, Curtin University
Jessica Fuentes, Northeastern Illinois University
Lisa-Marie Gagliardi, University of Western Ontario
Kathleen Gallagher, The Ontario Institute for Studies in Education of the University of Toronto
Jeremy Garcia, University of Arizona
Julie C. Garlen, Carleton University
Walter S. Gershon, Kent State University
Barrie Gordon, Victoria University
Julie Gorlewski, University at Buffalo
Noel Gough, La Trobe University
Jason Goulah, DePaul University
Sandy Grande, University of Connecticut
Carl A. Grant, University of Wisconsin-Madison
Donald Gray, University of Aberdeen
Shirley Gray, The University of Edinburgh
Maria Hadjipavlou, University of Cyprus
Horace R. Hall, DePaul University
Anne Harris, RMIT University
Nicholas D. Hartlep, Metropolitan State University
Charlotte Hathaway, University of Exeter
Robert Helfenbein, Loyola University Maryland
Ming Fang He, Georgia Southern University
James G. Henderson, Kent State University - Retired
Petra Munro Hendry, Louisiana State University System
Peter Hlebowitsh, University of Alabama
Karri A. Holley, The University of Alabama
Joy Howard, University of Southern Indiana
M. Francyne Huckaby, Texas Christian University
Gabriel Huddleston, Texas Christian University
Petar Jandric, Zagreb University of Applied Sciences
Sonia Janis, University of Georgia
David W. Jardine, University of Calgary
Pamela Bolotin Joseph, University of Washington Bothell
James C. Jupp, The University of Texas Rio Grande Valley
Joyce E. King, Georgia State University
Mari Koerner, Arizona State University
Pamela J. Konkol, Concordia University Chicago
Karen A. Krasny, York University
Craig Kridel, University of South Carolina
Robert Lake, Georgia Southern University
Jodi Latremouille, University of Calgary
John Chi-Kin Lee, The Education University of Hong Kong
Nancy Lesko, Teachers College, Columbia University
Angel M. Y. Lin, Simon Fraser University
Jason Michael Lukasik, Augsburg University
Evan Marquise Taylor, Indiana University Purdue University at Indianapolis
Cameron McCarthy, University of Illinois Urbana-Champaign
Peter McLaren, Chapman University
Erica Meiners, Northeastern Illinois University
Souad Merah, International Islamic University Malaysia
John P. Miller, The Ontario Institute for Studies in Education at the University of Toronto
Janet L. Miller, Teachers College, Columbia University
Seungho Moon, Loyola University Chicago
Marla Morris, Georgia Southern University
David Morris, St. Mary's College of Maryland
D. G. Mulcahy, Central Connecticut State University
Mary Newbery, Quinnipiac University
Taylor A. Norman, Georgia Southern University
Isabel Nuñez, Purdue University Fort Wayne
Fikile Nxumalo, The Ontario Institute for Studies in Education at the University of Toronto
Clare O'Farrell, Queensland University of Technology
D. Joe Ohlinger, Purdue University Fort Wayne
Michael P. O'Malley, Texas State University
Auli Arvola Orlander, Stockholm University
João M. Paraskeva, University of Massachusetts, Dartmouth
Michelle Parker-Katz, University of Illinois at Chicago
Joseph Passi, Benito Juarez Community Academy High School
JoAnn Phillion, Purdue University
Edward Podsiadlik III, University of Illinois at Chicago
Thomas S. Poetter, Miami University
Megan Pozzi, Queensland University of Technology
Madhu Suri Prakash, The Pennsylvania State University
Molly Quinn, Louisiana State University
Tahraoui Ramdane, International Islamic University Malaysia
Aria Razfar, University of Illinois at Chicago
Peter C. Renn, Seattle Pacific University
Ganiva Reyes, Miami University
Alexandra J. Reyes, Georgia Southern University
William M. Reynolds, Georgia Southern University
Rachel Rhoades, The Ontario Institute for Studies in Education of the University of Toronto
Stephen M. Ritchie, Murdoch University, Emeritus Professor
Patrick Roberts, Northern Illinois University
Sophia Rodriguez, University of Maryland at College Park
E. Wayne Ross, University of British Columbia
Sabrina N. Ross, Georgia Southern University
John Rury, The University of Kansas
Kenneth J. Saltman, University of Illinois at Chicago
Jennifer A. Sandlin, Arizona State University
Theodore Savich, Indiana University Bloomington
Candace Schlein, University of Missouri - Kansas City
Jennifer L. Schneider, Kent State University
Brian D. Schultz, Miami University
Namrata Sharma, State University of New York
Suniti Sharma, Saint Joseph's University
Valerie Shirley, University of Arizona
Edmund C. Short, The Pennsylvania State University and University of Central Florida
Jacqueline Simmons, Teachers College, Columbia University
Patrick Slattery, Texas A&M University
Debbie Sonu, City University of New York
Crain Soudien, Human Sciences Research Council, South Africa, and University of Cape Town
Hannah Spector, Penn State Harrisburg
Dana L. Stuchul, The Pennsylvania State University
Ronald Swartz, Oakland University
Lesley Tait, University of Calgary
Daniel Tanner, Rutgers University
Wade Tillett, University of Wisconsin Whitewater
Valerie Triggs, University of Regina
Susan Twombly, The University of Kansas
Jamie Uva, Teachers College, Columbia University
Paola Valero, Stockholm University
Kelly P. Vaughan, Purdue University Northwest
Hongyu Wang, Oklahoma State University
John A. Weaver, Georgia Southern University
Rupert Wegerif, University of Cambridge
Joel Westheimer, University of Ottawa
Craig Willey, Indiana University Purdue University at Indianapolis
Hye Ryung Won, Florida State University
Boni Wozolek, Penn State University, Abington College
Paul M. Wright, Northern Illinois University
Shijing Xu, University of Windsor
Min Yu, Wayne State University

Product details

ISBN : 9780190887988

Author:

William H. Schubert; Ming Fang He

Pages: 2086 Pages

Format: Hardcover

Size: 178 x 254 mm

Pub date: Jan 2022

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