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“[I]nternationalization” could perhaps be
reserved for the ways in which each nation state (and
smaller groupings) chooses to respond to globalization,
as far as possible, on its own terms. --Sneja Gunew
(2004, 54)
Internationalization … means international discussion
among scholars who are historically self-aware of their
own traditions, not in order to defend them, but –
on the contrary – to allow different or foreign
arguments to be understood. --Daniel Tröhler (2003,
778)
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While the internationalization of the
academic field of curriculum studies has been underway in many
countries for decades, its institutionalization – in the
establishment of an international association (www.iaacs.org)
- and its theorization - (see Pinar 2003; Trueit et al. 2003)
- are relatively recent. Nationally distinctive academic fields
of curriculum studies struggle to advance intellectually through
participation in the internationalization of the field. Internationalization
provides scholars critical and intellectual distance from their
respective local cultures and from those standardizing processes
of globalization against which numerous national cultures –
and the school curricula designed to reproduce those national
cultures - are now reacting so strongly.
The University of British Columbia’s Centre for the Study
of the Internationalization of Curriculum Studies supports study
of scholars’ efforts to understand their local and global
circumstances, the relations among these intersecting domains,
and how their scholarship influences the intellectual advancement
of their nationally distinctive fields as it supports the emergence
of a worldwide curriculum studies field with a vocabulary and
intellectual agenda that incorporates both national and international
curriculum questions.
References:
Gunew, Sneja (2004). Haunted nations: The colonial dimensions
of multiculturalisms. London: Routledge.
Pinar, William F. (Ed.) (2003). International handbook of
curriculum research. Mahwah, N.J.: Lawrence Erlbaum.
Trueit, Donna, Wang, Hongyu, Doll, Jr., William E., and Pinar,
William F. (Eds.) (2003). The Internationalization of Curriculum
Studies. New York: Peter Lang.
Tröhler, Daniel (2003). The discourse of German Geisteswissenschaftliche
Padagogik – A contextual reconstruction. Paedagogica
Historica 39 (6), 759-778.
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January 7, 2008
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