Cross Cultural Studies In Curriculum

This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasing

This book explores the philosophical, ideological and practical dimensions of curriculum using an intercultural lens. It is cross-cultural, comparative and inclusive, with each chapter featuring case studies from a minimum of three countries across different continents. By using the same methods of data collection and analysis for each country level in each chapter, the text explores relationships of curriculum theory, policy and practice both within and between countries. A diverse range of themes is explored, including; social justice and teacher preparation curriculum, language education curriculum, early childhood education and music, curriculum as praxis, curriculum and globalisation, science curriculum, teacher leadership in curriculum implementation, as well as curriculum and history. The exploration of these themes lays the foundation for open dialogue and innovative approaches in exploring curriculum issues within, between and across cultures and contexts.

This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West. By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work. Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.

Learning and Teaching Across Cultures in Higher Education contains theoretical rationale, resources and examples to help readers understand and deal with situations involving contact between learners or educators from different cultural backgrounds, as well as giving insights into the new global context of higher education.

Although recent theory in multicultural education has acknowledged what has been called "the new cultural politics of difference," problems concerning what actually passes for multiculturalism have been underexamined. Translating the Curriculum proposes that a new theoretical and practical lens through which to examine multicultural education is necessary and suggests that it may be found in cultural studies. Edgerton looks at pedagogy through structuralist and poststructuralist philosophy and social theory, literary criticism, literature, and autobiography. Using this interdisciplinary approach, notions of marginality, essentialism, identity and translation across difference are explored.

Academic curricula are being strengthened and enriched through the enlightened realization that no discipline is complete unto itself. In the interdisciplinary studies that result, the one theme that remains universal is popular culture. Academia throughout the disciplines is rapidly coming to understand that it should be used in courses campus-wide and on all levels. All in the world of education benefit from the use of the cultures around them. This work emphasizes the need for interdisciplinary mingling and explores the ways in which instructors can utilize popular culture studies in order to deepen both their own areas of specialization and their students' appreciation of education. The collection of 18 essays spans campus curricula, including the humanities (English literature, American studies, folklore and popular culture), the social sciences (anthropology, history, sociology and communications), religion and philosophy, geography, women's studies, economics and sports. Also addressed is the importance of popular culture courses in both community colleges and high school settings.

The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.

What kind of cultural encounters enhance cultural awareness and intercultural competence in educational contexts? This volume highlights the potential of different types of (inter)cultural encounters for intercultural learning and developing critical (cultural) awareness in education. The book's articles explore the potential of critical reading of classical and other culturally relevant texts, as well as physical or virtual encounters with people from other cultures as part of course activities for the development of intercultural competence. (Series: Intercultural Education / Interkulturelle Padagogik - Vol. 13) [Subject: Education, Cultural Studies]