A Canadian Curriculum Theory Project
Director: Professor Nicholas Ng-A-Fook
Location: University of Ottawa

International Association for the Advancement of Curriculum Studies
IAACS is established to support a worldwide - but not uniform - field of curriculum studies. At this historical moment and for the foreseeable future, curriculum inquiry occurs within national borders, often informed by governmental policies and priorities, responsive to national situations. Curriculum study is, therefore, nationally distinctive. The founders of the IAACS do not dream of a worldwide field of curriculum studies mirroring the standardization and uniformity the larger phenomenon of globalization threatens. Nor are they unaware of the dangers of narrow nationalisms. Their hope, in establishing this organization, is to provide support for scholarly conversations within and across national and regional borders about the content, context, and process of education, the organizational and intellectual center of which is the curriculum.

The Canadian Association for Curriculum Studies
CACS is a constituent association of the Canadian Society for the Study of Education (CSSE). CACS supports inquiries into and discussions of curricula that are of interest to Canadian educators.

Institut für Historische Bildungsforschung Pestalozzi
The Pestalozi Research Institute for the History of Education at the University of Applied Sciences Zurich: Teacher Education sees its role as an international discussion forum for the history and historiography of education. Following the "new cultural history" approach, the focus lies on contextualizing texts, persons, events, and organizations, paying attention to hidden semantic structures and vocabularies (languages) as well as collective ways of thinking, or mentalities, analyzing and questioning the customary dualization in the history of ideas and social history, and
deconstructing the linear and national character of traditional history of education. The research projects usually are set up in international cooperation with departments or institutes of different Universities (thus far) mostly in Europe, Canada, and the U.S. The international discussion is especially promoted by the bilingual journal "Zeitschrift für pädagogische Historiographie".

Pädagogische Hochschule Zürich
Institut für Historische Bildungsforschung Pestalozzianum
Kurvenstrasse 17
8090 Zürich

The LSU Curriculum Theory Project
The Curriculum Theory Project represents the efforts of Louisiana State University faculty to participate in the future of curriculum theory nationally and internationally, to enhance the doctoral program of curriculum and instruction, and to carry forward the college and university mission to be a leader in educational thought.
Curriculum theory is a field of scholarly inquiry that endeavors to understand curriculum across the academic disciplines. In contrast to only focus on teaching strategies within single teaching fields, curriculum theory aspires to understand the overall educational significance of the curriculum, focusing especially upon interdisciplinary themes as well as the relations among curriculum, the individual, and society.
Through a variety of events each academic year, faculty focus attention on those issues that define the scholarly and public conversations regarding curriculum. Distinguished visitors, invitational conferences, faculty and student exchanges, and occasional publications provide unusual opportunities for those students and faculty who wish to study the significance of curriculum debates both nationally and internationally.

Curriculum Theory Project
204 Peabody Hall
Louisiana State University
Baton Rouge, LA 70803
Tel: (225) 578-6634
Fax: (225) 578-9135

JCT
JCT is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Aligned with the “reconceptualist” movement in curriculum theorizing, and oriented toward informing classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries. The editors organize the annual Bergamo Conference.

The Curriculum and Pedagogy Group
The Curriculum and Pedagogy Group is dedicated to social action and professional engagement; its annual conference, journal, and books constitutes spaces where work can be shared, valued, and disseminated to a diverse audience committed to educational reform and social change.

The American Association for the Advancement of Curriculum Studies
The American Association for the Advancement of Curriculum Studies – the U.S. affiliate of the International Association for the Advancement of Curriculum Studies – was established to support the emergence of a “worldwide” – but not “uniform” – field of curriculum studies. AAACS provides organizational support for a rigorous and scholarly conversation within and across national and regional borders regarding the content, context, and process of education, the organizational and intellectual center of which is the curriculum.