This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence.

Most published bodies of work relating to curriculum theory focus exclusively, or almost exclusively, on the contributions of men. This is not representative of influences on educational practices as a whole, and it is certainly not representative of educational theory generally, as women have played a significant role...

This volume tackles perceived myths surrounding the academic excellence of East Asian students, and moves beyond Western understandings to offer in-depth analysis of the crucial role that shadow education plays in students’ academic success.

This monograph illustrates the need for teachers to engage critically with counter-stories as they teach to issues including colonization, war, and genocide and introduces timely arguments on subjectivity and ethical responsibility to the field of education in the Global North.

This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally.