Archives

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  Curriculum in an Transnational World: We are all Paulo Freire

  Vol. 18 No. 2 (2021)

  With this edition 2021 TCI issue, we honor Paulo Freire who, if he were alive, would have turned 100 years old.

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  Curriculum in a Pandemic World: What does the Pandemic Teach us?

  Vol. 17 No. 2 (2020)

  Curriculum in a Pandemic World: What does the Pandemic Teach us?
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  Curriculum in a Pandemic World: What will be the Future of Education?

  Vol. 18 No. 1 (2021)

  Curriculum in a pandemic world II
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  Curriculum and Displaced Borders

  Vol. 17 No. 1 (2020)

  In a world where the borders among nations are increasingly displaced, where the very senses of nation, belonging, identity are questioned every day, the curriculum takes on new challenges.
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  We are not Alone - the Subject of Teachers and the Auto/biographical in Curriculum Studies

  Vol. 16 No. 2 (2019)

  Our hope is that this special issue will contribute to “the project of intellectualization” initiated by William Pinar (2015), encouraging its continued exploration through projects of thinking through teachers and the auto/biographical.
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  Different Curriculum Policies

  Vol. 16 No. 1 (2019)

  This TCI issue includes different approaches on curriculum policies. There are articles from different countries and traditions. Perhaps these conclusions may be a contribution to improving democracy in curriculum policies.
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  Curriculum, Culture and Resistance

  Vol. 15 No. 1 (2018)

  The articles of this issue come from different research groups, different universities and countries, with different approaches, perhaps connected only through the perspective of thinking about the curriculum in a non-prescriptive way, open to defer. Perhaps what also connects these articles is the political option to say, in the face of any authoritarianism and any violence against the identity of the other, “We prefer not to accept it”.
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  Special Issue: Non-Affirmative Education Theory in the Globopolitan Era

  Vol. 15 No. 2 (2018)

  This special issue aims at advancing curriculum research in a transnational perspective by the help of both a critical, Bildung centered, non-affirmative education theory and discursive institutionalism. Given that this research program is recently initiated, the intention is here to explore in what ways these approaches might be fruitful for understanding of how different actors and practices, at different levels of the education system, within nation-states, with their different, historically developed education policies, mediate between the transnational, national, regional and local levels? We ask how non-affirmative theory of education be utilized as a frame of reference in understanding both curriculum reform work, teaching and educational leadership? Can discursive institutionalism operate as a complementary approach to education or curriculum theory, in understanding how educational policies, ideas and values relate to governance processes and educational practice at different levels?
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  Special Issue: Voices, Tensions and Perspectives of Curriculum

  Vol. 14 No. 1-2 (2017)

  In this issue, we publish some articles with the ideas that were presented and discussed at the Curriculum-Society Colloquium: voices, tensions and perspectives, held in October 2016, at National Autonomous University of Mexico. These papers try to be a contribution to the internationalization of curricular studies in Latin America and the rest of the world. This issue is also in memory of William E. Doll, JR. As he wrote: "The linear, sequential, easily, quantifiable ordering system dominating education today - one focusing on clear beginnings and definite endings - could give way to a more complex, pluralistic, unpredictable system or network" (William E. Doll, JR. , in A post-modern perspective on curriculum, 1993). We try to honour his intention. Rest in peace, Bill Doll.

• Curriculum: Different Questions, Different Translations

  Vol. 13 No. 2 (2016)

• What are we meaning by Curriculum?

  Vol. 13 No. 1 (2016)

• Ottawa Curriculum Conference

  Vol. 12 No. 2 (2015)

• Elusive Curriculum

  Vol. 12 No. 1 (2015)

• Vol. 11 No. 2 (2014)

• Vol. 11 No. 1 (2014)

• Curriculum and Meaning

  Vol. 10 No. 2 (2013)

• Vol. 10 No. 1 (2013)

• Rio Curriculum Conference

  Vol. 9 No. 2 (2012)

• Vol. 9 No. 1 (2012)

• Curriculum, Policy, Practice

  Vol. 8 No. 2 (2011)

• Curriculum and Representation

  Vol. 8 No. 1 (2011)

• Vol 7, No 2 (2010): Life Writing Across Knowledge Traditions

• Vol. 7 No. 1 (2010)

• Vol. 6 No. 2 (2009)

• Vol. 6 No. 1 (2009)