In recent years, there has been increasing attention placed on international and transnational aspects of school and higher education curricula, and the different research approaches and lenses through which these issues are studied. This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the "majority world". In addition, it tackles both transnational cross-border endeavours involving national governments and policy measures, and the promises, challenges and failings of those formal relationships.
The book consists of three sections. The first section provides an introduction and overviews of transnational education in connection with curriculum studies, schooling and higher education. The second section deals with transnational and international perspectives on curriculum studies, schooling and education. The final, third section highlights transnational and international perspectives on higher education.
This timely volume tackles the questions often posed by curriculum scholars and educational researchers around the possibility of a transnational approach to curriculum studies and how (and if) a common set of means can transcend national boundaries and sensitivities. It looks at the common issues and problems across nations that international and transnational curriculum and educational research work could address.
This volume will appeal to researchers and policy makers interested in transnational education and curriculum studies.
Part 1. Introduction and overview
1. Introduction: Transnational and international perspectives in curriculum studies, schooling, and higher education (John Chi-Kin Lee and Noel Gough)
2. Transnational curriculum inquiry: Building postcolonialist constituencies and solidarities (Noel Gough)
Part 2. Transnational and international perspectives in curriculum studies, schooling and education
3. What makes South Korean students world-class learners? Postcolonial analysis of their academic achievements and learning culture (Young Chun Kim and Jung-Hoon Jung)
4. The transnational frontiers of Japanese education: Multiculturalism, cosmopolitanism, and global isomorphism (Hiro Saito)
5. Investment in curricular normativity in Brazil: A critical-discursive perspective (Alice Casimiro Lopes)
6. Reconceptualising transnational perspectives within Australian school curriculum: A prism for the future, not a mirror of the present (Niranjan Casinader)
7. Environmental/sustainability education in a global context: Stories of political and disciplinary resistances (Annette Gough)
8. Transnational meritocracy? Parent ideologies and private tutoring (Karen Dooley, Elizabeth Briant and Catherine Doherty)
9. Reconceptualizing transnational citizenship: Migration, unconditional hospitality, and urban priority schools (Nicholas Ng-A-Fook, Hembadoon Iyortyer Oguanobi and Linda Radford)
Part 3. Transnational and international perspectives in higher education
10. Internationalization at home: A comparison of approaches in China and Japan (Hu Zhen, Lijun Zhang and Mei Li)
11. Fostering patriotism among university students in Kazakhstan and China: status and challenges (John Chi-Kin Lee and Kuralay Bozymbekova)
12. Teaching and learning in transnational education contexts: Teaching English communication skills in law courses in Singapore (Sam Jay Yeo and Anne Chapman)
13. Governance of transnational higher education in Vietnam: Issues and ways forward (Ninh Nguyen and John Chi-Kin Lee)
14. Decolonising the university curriculum: The what, why and how (Lesley Le Grange)
15. Afterwords: Opportunities and challenges for transnational and international curriculum studies, schooling, and higher education (Noel Gough and John Chi-Kin Lee)