This book explores the philosophical, ideological and practical dimensions of curriculum using an intercultural lens. It is cross-cultural, comparative and inclusive, with each chapter featuring case studies from a minimum of three countries across different continents. By using the same methods of data collection and analysis for each country level in each chapter, the text explores relationships of curriculum theory, policy and practice both within and between countries. A diverse range of themes is explored, including; social justice and teacher preparation curriculum, language education curriculum, early childhood education and music, curriculum as praxis, curriculum and globalisation, science curriculum, teacher leadership in curriculum implementation, as well as curriculum and history. The exploration of these themes lays the foundation for open dialogue and innovative approaches in exploring curriculum issues within, between and across cultures and contexts.
Carmel Roofe is Lecturer in Curriculum and Instruction at the University of the West Indies, Mona, Jamaica. She is a member of the Institute for Educational Administration and Leadership-Jamaica and a University Fellow at the Charles Darwin University, Australia. Her career in teaching spans both the secondary and higher education levels of the education system.
Christopher Bezzina is Professor of educational leadership at the Faculty of Education, University of Malta, and the Department of Education, Uppsala University, Sweden. He is both a Commonwealth and Fulbright Scholar and is currently vice-president of the Commonwealth Council for Educational Administration and Management.
Introduction; Carmel Roofe and Christopher Bezzina.- PART I. Curriculum as Praxis.- Introduction.- Social Justice and the Teacher Preparation Curriculum: A Cross Cultural Analysis; Carmel Roofe, Christopher Bezzina & Marilyn Holness.- Towards Cross-Cultural Curriculum Development: An Analysis of Science Education in the Philippines, Ghana, and the United States; Vera Cruz, Paul Madden, & Christian Asante.- High School Teachers' Perceptions Regarding Inquiry-based Science Curriculum in United States, Georgia and Israel; Alia Sheety, Marika Kapanadze, Fadeel Joubran.- Music as a Platform for Intercultural Understanding: Early childhood Curriculum and a Growing Neoliberal Imperative; Aleksandra Acker and Berenice Nyland.- Transformative Teacher Leadership In The Dominican Republic, Jamaica and The United States: Potentiality and Possibility in Curriculum Making and School Reform Efforts; Eleanor Blair.- PART II. Critical Issues Beyond Pedagogy.- Introduction.- The Curriculum in Praxis: How Purpose of School is Actualized in Vietnam, Mexico and the United States; Sonja Varbelow and Donna Gee.- Representation of World War II in Vietnam, China and the United States: Political Ideologies in Secondary History Textbooks; Chau Vu.- The Grammar of Neoliberalism: What Science Textbooks Reveal about the Education of Spanish Speakers in Mexico, Colombia and the United States?; Andrés Ramírez and Cristobal Salinas Jr..- The Secondary Arts Curricula in Australia, Canada and Malaysia: Issues of Policy and Culture; Sharon Lierse.- Conclusion: The Emerging Curriculum Agenda; Carmel Roofe & Christopher Bezzina.