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
EMAIL: [email protected]
Influences and Inspirations in Curriculum Studies Research and Teaching Reflections on the Origins and Legacy of Contemporary Scholarship
Curriculum, Environment, and the Work of C. A. Bowers Ecological and Cultural Perspectives
Theorizing Shadow Education and Academic Success in East Asia Understanding the Meaning, Value, and Use of Shadow Education by East Asian Students
Complexifying Curriculum Studies Reflections on the Generative and Generous Gifts of William E. Doll, Jr.
Curriculum Studies as an International Conversation Educational Traditions and Cosmopolitanism in Latin America
Reconceptualizing Plato’s Socrates at the Limit of Education A Socratic Curriculum Grounded in Finite Human Transcendence
Tracing Ted Tetsuo Aoki’s Intellectual Formation Historical, Societal, and Phenomenological Influences
Finding Hope in the Turbulent Classroom Curriculum Theory, Psychoanalysis, and School-Based Practice
Edited By Carmen Shields, Adam Garry Podolski, John J. Guiney Yallop
September 24, 2021
This volume highlights lived experiences, personal inspirations, and motivations, which have generated scholarship, and influenced the research and teaching of scholars in the field of curriculum studies. Offering contributions from new, established, and experienced scholars, chapters foreground ...
Edited By Audrey M. Dentith, David Flinders, John Lupinacci, Jennifer S. Thom
July 30, 2021
This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally. Chapters provide in-depth explanation of Bowers’ central contributions to the field, including his ...
By Young Chun Kim, Jung-Hoon Jung
July 06, 2021
This volume tackles perceived myths surrounding the academic excellence of East Asian students, and moves beyond Western understandings to offer in-depth analysis of the crucial role that shadow education plays in students’ academic success. Featuring a broad range of contributions from countries...
By Teresa Strong-Wilson
April 22, 2021
Offering unique theoretical perspectives, autobiographical insights and narrative accounts from elementary and secondary educators, this monograph illustrates the need for teachers to engage critically with counter-stories as they teach to issues including colonization, war, and genocide. ...
Edited By Molly Quinn
March 31, 2021
The essays in this volume bring together leading-edge scholars to illuminate the work of William E. Doll, Jr., as a key curriculum thinker of global impact, and introduce his work and influence to new generations of scholars, teachers, and students of education. Drawing on their individual contexts...
By Daniel F. Johnson-Mardones
March 31, 2021
Examining Curriculum Studies from an international perspective, this book focuses on the relations between the Anglo-Saxon and Latin American educational traditions. Informed by William F. Pinar’s conceptualization of curriculum as currere, Johnson-Mardones reconsiders curriculum as an ...
By James M. Magrini
September 30, 2020
Bridging the gap between interpretations of "Third Way" Platonic scholarship and "phenomenological-ontological" scholarship, this book argues for a unique ontological-hermeneutic interpretation of Plato and Plato’s Socrates. Reconceptualizing Plato’s Socrates at the Limit of Education offers a ...
By Samuel D. Rocha
July 31, 2020
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
July 07, 2020
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 Alan A. Block
December 10, 2019
This book explores the practical and psychological factors that regulate teaching and learning in the classroom, and illustrates how hope and creativity may arise out of unforeseen, non-standard, or turbulent conditions. Written at the intersection of curriculum theory and psychoanalysis, this ...
By Jan Jagodzinski
August 01, 1997
In Postmodern Dilemmas: Outrageous Essays in Art&Art Education and Pun(k) Deconstruction: Experimental Writings in Art&Art Education, jan jagodzinski presents a series of essays covering a timespan of approximately ten years. These essays chart the theory and practice of art&art education as it ...
Edited By Teresa Strong-Wilson, Christian Ehret, David Lewkowich, Sandra Chang-Kredl
June 12, 2019
This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters. Drawn from a return to foundational texts, the emphasis on an ‘encountering’ curriculum highlights the often overlooked, pre-conceptual ...