International Handbook of Curriculum Research: 2nd Edition (Paperback) book cover

International Handbook of Curriculum Research

2nd Edition

Edited by William F. Pinar


560 pages

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Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide.

Changes in the Second Edition:

  • Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally.
  • Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland.
  • 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America.

This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.

Table of Contents




William F. Pinar

Section I

Five Essays of Introduction

Chapter 1

The Internationalization of Curriculum Research

Tero Autio

Chapter 2

Race and Education in the Age of Digital Capitalism

Cameron McCarthy, Ergin Bulut, Rushika Patel

Chapter 3

Wisdom Responses to Globalization

David Geoffrey Smith

Chapter 4

The Globalization of Curriculum Research: Lessons from Europe

Daniel Tröhler

Chapter 5

A Nonviolent Perspective on Internationalizing Curriculum Studies

Hongyu Wang

Section II

39 Essays on Curriculum Research in 34 Countries

Chapter 6

Curriculum Studies in Argentina: Documenting the Constitution of a Field

Silvina Feeney and Flavia Terigi

Chapter 7

The Curriculum Field in Brazil since the 1990s

Alice Casimiro Lopes and Elizabeth Macedo

Chapter 8

Curriculum Tendencies in Brazil

Silvia Elizabeth Miranda de Moraes

Chapter 9

Curricular Landscapes, Neoliberal Densities: Curriculum Reform and Research in Chile

Claudia Matus Cánovas

Chapter 10

Curriculum Studies in China: Retrospect and Prospect

Zhang Hua and Zhenyu Gao

Chapter 11

Curriculum Studies in Colombia

Juny Montoya-Vargas

Chapter 12

Curriculum Studies in Cyprus: Intellectual History and Present Circumstances

Nikoletta Christodoulou

Chapter 13

Curriculum Development and Research in Ethiopia

Woube Kassaye

Chapter 14

Governing Autonomy: Subjectivity, Freedom, and Knowledge in Finnish Curriculum Discourse

Antti Saari, Sauli Salmela, Jarkko Vilkkilä

Chapter 15

Curriculum, Evaluation, and Control in Germany

Wolfgang Böttcher

Chapter 16

Competence-Oriented Curriculum Reform in the Federal Republic of Germany

Charlotte Röhner

Chapter 17

In Search of a Diverse Curriculum: Toward the Making of a Postmodern Hong Kong in the 21st Century

Edmond Hau-Fai Law

Chapter 18

The Iranian Curriculum Field Recounted: Understanding the Multiplicity of Discourses

Mahmound Mehrmohammadi

Chapter 19

Curriculum Inquiry in the Republic of Ireland

Kevin Williams and Elaine McDonald

Chapter 20

Curriculum Planning from the National to the Glocal: The Israeli Case

Yehoshua Mathias and Naama Sabar

Chapter 21

“Cities and Signs”: Understanding Curriculum Studies in Italy

Paula M. Salvio

Chapter 22

Educational Reform in Contemporary Japan

Tadahiko Abiko

Chapter 23

Japanese Educational Reform for the Twenty-First Century: The Impact of New Course Studies towards the Post-Modern Era in Japan

Shigeru Asanuma

Chapter 24

Political Change and Development of Centralized Curriculum Policy in South Korea

Yonghwan Lee

Chapter 25

Curriculum Studies as Reconceptualization Discourse: A Tale of South Korea

Young Chun Kim, Dong Sung Lee, and Jae Hong Joo

Chapter 26

Tomorrow Never Dies A Socio-Historical Analysis of the Luxembourgish Curriculum

Thomas Lenz, Anne Rohstock and Catherina Schreiber

Chapter 27

Curriculum Research in Mexico

Frida Díaz Barriga

Chapter 28

Curriculum Research in the Netherlands

Willem Wardekker, Monique Volman, and Jan Terwel

Chapter 29

Curriculum Studies in Nigeria

Rosita Okekenwa Igwe

Chapter 30

Curriculum Theory and Research in Norway: Traditions, Trends and Topics

Kirsten Sivesind and Berit Karseth

Chapter 31

Theoretical Approaches Underlying Primary Education Curricula in Peru

Lileya Manrique, Diana Revilla and Pilar Lamas

Chapter 32

Poland: Through Golden and Dark Ages of History and Education

Aleksandra Łuczak

Chapter 32

Curriculum Research in Portugal: Emergence, Research, and Europeanization

José Augusto Pacheco and Filipa Seabra

Chapter 34

Curriculum: A Constant Concern in Romania

Rodica Mariana Niculescu

Chapter 35

The History of Curriculum in Russia

Vladimir Blinov

Chapter 36

Curriculum in Singapore

Viniti Vaish

Chapter 37

Curriculum Reform and the Field of Curriculum in Spain

César Coll and Elena Martín

Chapter 38

Curriculum Research in South Africa

Lesley LeGrange

Chapter 39

From Rationalist Autonomy to Scientific Empiricism: A History of Curriculum in Switzerland

Rebekka Horlacher and Andrea De Vincenti

Chapter 40

A Review of Curriculum Study in Taiwan

Hwang, Jenq-Jye, Chang, Chia-Yu, Chen, Derwen

Chapter 41

Curriculum Research in Turkey: From the Ottoman Empire to the Republic

Sümer Aktan

Chapter 42

Curriculum Studies in Turkey since 2000

Dilek Gözütok

Chapter 43

Developing Curriculum History: A British Perspective

Ivor F. Goodson

Chapter 44

Curriculum Research in the United States: Crisis, Reconceptualization, Internationalization

William F. Pinar


About the Editor

William F. Pinar is Canada Research Chair in the Faculty of Education at the University of British Columbia, Canada.

About the Series

Studies in Curriculum Theory Series

In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.

The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.

Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact

Professor William F. Pinar

Canada Research Chair
University of British Columbia

Faculty of Education

Department of Curriculum Studies

2125 Main Mall

Vancouver, British Columbia V6T 1Z4



Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Aims & Objectives
EDUCATION / Curricula
EDUCATION / Comparative