International Handbook of Curriculum Research

A Book Review

Authors

  • Ashwani Kumar Mount Saint Vincent University, Canada

DOI:

https://doi.org/10.14288/tci.v18i2.196901

Keywords:

Curriculum, internationalization, neoliberalism, Colonialism

Abstract

The International Handbook of Curriculum Research is a tremendous pioneering contribution to the internationalization of curriculum studies discourses. Its editor is the world-famous curriculum theorist and educator William F. Pinar. A leader of the reconceptualization movement of curriculum studies in North America during the 1970s, Pinar continues to be one of the most renowned and prolific curriculum scholars in the world. One of the key contributions of his scholarship is to understand the curriculum as an international text and promote the internationalization of curriculum studies as a worldwide discipline. Internationalization of curriculum studies requires, and creates, spaces where curriculum scholars working around the world in their own contexts engage in what he calls “complicated conversation” (Pinar, 2019) with one another.

Author Biography

Ashwani Kumar, Mount Saint Vincent University, Canada

Ashwani Kumar is an Associate Professor of Education at Mount Saint Vincent University. His teaching and research focus upon meditative inquiry, which is a self-reflective and aesthetic approach to teaching, learning, researching, creating, and living. He has conceptualized several key curricular and pedagogical concepts, namely, curriculum as meditative inquiry, teaching as meditative inquiry, and music as meditative inquiry. He has also developed a contemplative research methodology called dialogical meditative inquiry to conduct subjective and inter-subjective qualitative research. He plays the harmonium and sings and composes Indian classical music. His current project focuses on researching the theory and practice of Indian classical music and their implications for the field of education. He is the author of two scholarly books: Curriculum As Meditative Inquiry (Palgrave Macmillan, 2013) and Curriculum in International Contexts: Understanding Colonial, Ideological, and Neoliberal Influences (Palgrave Macmillan, 2019). He is also the editor of Engaging with Meditative Inquiry in Teaching, Learning, and Research: Realizing Transformative Potentials in Diverse Contexts (Routledge, 2022). He has served as the President of Arts Researchers and Teachers Society, Canada.

References

Krishnamurti, J. (1973). Beyond violence. Harpercollins College Division.

Kumar, A. (2013). Curriculum as meditative inquiry. Palgrave Macmillan.

Kumar, A. (2019). Curriculum in international contexts: Understanding colonial, ideological and neoliberal influences. Palgrave Macmillan.

Kumar, A. (Ed.). (2022). Engaging with Meditative Inquiry in Teaching, Learning, and Research: Realizing Transformative Potentials in Diverse Contexts. Routledge.

Pinar, W. F. (Ed.). (2003). International handbook of curriculum research. Routledge.

Pinar, W. F. (Ed.). (2010). Curriculum studies in South Africa: Intellectual histories, present circumstances. Palgrave Macmillan.

Pinar, W. F. (Ed.). (2011a). Curriculum studies in Brazil: Intellectual histories, present circumstances. Palgrave Macmillan.

Pinar, W. F. (Ed.). (2011b). Curriculum studies in Mexico: Intellectual histories, present circumstances. Palgrave Macmillan.

Pinar, W. (2019). What is curriculum theory? (3rd ed.). Routledge.

Pinar, W. F. (Ed.). (2014a). Curriculum studies in China: Intellectual histories, present circumstances. Palgrave Macmillan.

Pinar, W. F. (Ed.). (2014b). International handbook of curriculum research (2nd ed.). Routledge.

Pinar, W. F. (Ed.). (2015). Curriculum studies in India. Intellectual histories, present circumstances. Palgrave Macmillan.

Avaiable in http://www.acervo.paulofreire.org/

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Published

2022-03-21

Issue

Vol. 18 No. 2 (2021): Curriculum in an Transnational World: We are all Paulo Freire

Section

Book/media reviews

License

Copyright for articles published in this journal is retained by the authors, with first publication rights granted to TCI. By virtue of their appearance in this open access journal, articles are free to be used, with proper attribution, in educational and other non-commercial settings.