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, Canada
Faculty of Education
Department of Curriculum Studies
2125 Main Mall
Vancouver, British Columbia V6T 1Z4
EMAIL: [email protected]
Alice Salt, Commissioning Editor, Education Research, Routledge
EMAIL: [email protected]
Curricular and Architectural Encounters with W.G. Sebald Unsettling Complacency, Reconstructing Subjectivity
A Praxis of Presence in Curriculum Theory Advancing Currere against Cultural Crises in Education
Parental Experiences of Unschooling Navigating Curriculum as Learning-through-Living
Engaging with Meditative Inquiry in Teaching, Learning, and Research Realizing Transformative Potentials in Diverse Contexts
Curriculum Work and Social Justice Leadership in a Post-Reconceptualist Era Attaining Critical Consciousness and Learning to Become
Dialogical Engagement with the Mythopoetics of Currere Extending the Work of Mary Aswell Doll across Theory, Literature, and Autobiography
Tracing Ted Tetsuo Aoki’s Intellectual Formation Historical, Societal, and Phenomenological Influences
National and Religious Ideologies in the Construction of Educational Historiography The Case of Felbiger and the Normal Method in Nineteenth Century Teacher Education
Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders Applying a Historical Lens to Contest Unilateral Logics
By Teresa Strong-Wilson, Ricardo L. Castro, Warren Crichlow, Amarou Yoder
December 30, 2022
This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction. Moving beyond overly instrumentalist and reductive ...
By William F. Pinar
August 31, 2022
Building on his seminal methodological contribution to the field – currere – here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education. Bringing together a series of updated essays, articles, and new writings to form ...
By Khara Schonfeld-Karan
August 15, 2022
This volume explores unschooling as a growing phenomenon within the broader field of home education and considers the unique position of parents who engage in this self-directed form of education with their children. Drawing on an in-depth hermeneutic phenomenological study, the volume ...
By Daniel Tröhler, Bernadette Hörmann, Sverre Tveit, Inga Bostad
August 15, 2022
Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and...
By Ashwani Kumar
May 31, 2022
This collection of multi/inter-disciplinary essays explores the transformative potential of Ashwani Kumar’s work on meditative inquiry – a holistic approach to teaching, learning, researching, creating, and living – in diverse educational contexts. Aspiring to awaken awareness, intelligence, ...
By Allan Michel Jales Coutinho
May 30, 2022
This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientização to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, ...
By Brian Casemore
May 19, 2022
This volume showcases a series of chapters that elaborate on Mary Aswell Doll’s contributions to the field of curriculum theory through her examination of currere as a mythopoetics. By bringing Doll’s Jungian, autobiographical, and literary perspectives into conversation with emergent forms of ...
By Samuel D. Rocha
April 29, 2022
Can the syllabus constitute the curriculum? In this volume, Rocha explores curriculum theory through the lens of the syllabus. By critiquing curriculum studies and the entire field of education, overrun by the social sciences, Rocha provides an integrated vision of philosophy of education and ...
By Patricia Liu Baergen
April 29, 2022
Through careful examination of Ted Aoki’s life and work within its historical, societal and intellectual context, this text advances a new appreciation of the national distinctiveness of Canadian curriculum studies. The book draws unique comparison between Aoki’s writings and Heidegger’s concept ...
By Jil Winandy
April 15, 2022
Documenting the reception of the pre-eminent Austrian school reformer Johann Ignaz Felbiger and his pedagogical thought in European histories of education in the nineteenth century, this volume demonstrates how national and religious ideological preferences have propelled the construction of ...
By Weili Zhao, Thomas S. Popkewitz, Tero Autio
February 11, 2022
This volume uncovers the colonial epistemologies that have long dominated the transfer of curriculum knowledge within and across nation-states and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and ...
By Peter P. Grimmett
December 31, 2021
This text both challenges and traces the development of a culture of regulation, standardization, performativity, and governmentality evident in Anglophone teaching practice and education. Framed by a brief history of teacher education research and policy in North America over the last six decades...