Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.

Kumar asks in this volume: Since characteristic features of human consciousness - fear, conditioning, and fragmentation - work against the educational experience, how can we re-imagine curriculum as a space for meditative inquiry and allow it to provide transformative educational experiences to teachers and their students?

This is the first investigation of the roles of autobiography in teacher education to be informed by concepts and examples from China, Europe, and North and South America. Unique and timely, this volume addresses multiple movements of teacher education reform worldwide.

Imagining Time and Space in Universities offers a critical analysis using theories of time and space to understand the implications of dominant ways to use discourses of internationalization in the construction of normative ideas of the international student, the revitalization of discourses of nation, the consolidation of notions of progress, the reinscription of traditional performances of gender, and the proliferation of imaginations of the stranger. Limited attention has been given to cultural meanings embedded in institutional policies and practices, as the dominant way to address issues...

The scholarship of New Directions in Curriculum as Phenomenological Text manifests through close readings and interpretations of curriculum theorists and Continental philosophers, presented in the form of 'speculative philosophical essays, ' an important form of curriculum thinking-writing all but lost to the general contemporary field of research.

This book enables Western scholars and educators to recognize the roles and contributions of shadow education/hakwon education in an international context.

Kumar asks in this volume: Since characteristic features of human consciousness - fear, conditioning, and fragmentation - work against the educational experience, how can we re-imagine curriculum as a space for meditative inquiry and allow it to provide transformative educational experiences to teachers and their students?

Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.

This book is a reflection on the complexity of educational change in China through the lens of a senior academic who has occupied many diverse roles in the academe, from political worker to dean of faculty.