Publisher: Palgrave MacMillan
Editors: Carmel Roofe and Christopher Bezzina
Intercultural dialogue and competence is critical for all aspects of education. Curriculum is considered a sociological phenomenon and therefore is influenced by the values, beliefs and understandings that exist within societies. Furthermore the curriculum serves as the process that addresses and awakens the consciousness of individuals through the learning it provides. Within a context of globalization societies represent a melting pot of cultures that influence the learning provided through the tangible and or intangible outcomes of the curriculum. Countries that are perceived as more powerful seem to influence shifts in mental cultures and traditions which then determine what becomes known as new knowledge. This has implications for how curriculum is theorized and practiced since curriculum represents the learning that is made available to students.
This text provides an opportunity to engage in academic discourse about curriculum and its making. More specifically it provides an opportunity to undertake deep analysis of the philosophical, ideological and practical applications of curriculum using an intercultural lens. This will be achieved through the use of:
– different countries
– different continents
– on the same topic/issue
The aim of this text is to provide an understanding of curriculum at an intercultural level using the same methods of data collection and analysis for each country level contained in each chapter. This type of assessment can produce “Cultures of curriculum theory, policy and practice” within a country, between & among countries, and between and among traditions and other specificities within and between countries.
This book welcomes contributions on such topics as:
Please communicate your interest by submitting an abstract of 300-400 words which provides a summary of your chapter. Abstracts should be submitted no later than April 30, 2015 to firstname.lastname@example.org or email@example.com
The following specific guidance will apply:
Suggested chapter layout:
This book is part of the Palgrave Macmillan series on “Intercultural Studies in Education”.
Contributions are welcomed from teams of researchers and/or practitioners. For a list of countries by continents, please visit: http://www.worldatlas.com/cntycont.htm