págs. 3-38
Dewey and the Herbartians: The genesis of a theory of curriculum
Herbert M. Kliebard
págs. 39-52
The discursive roots of community: A genealogy of the curriculum
págs. 53-65
A marxian and radical reconstrucionist critique of american education: Searching out black voices
págs. 67-98
Arresting the decline fo integrity in curriculum studies in the United States: The policy of opportunity
págs. 99-110
Undoing double binds in curricuum: On cosmopolitan sensibilities in U.S. curriculum studies
págs. 111-136
págs. 137-156
págs. 159-176
págs. 177-194
págs. 195-232
págs. 233-242
págs. 243-257
Epistemicides: Toward an itinerant curriculum theory
págs. 261-290
págs. 291-310
Renegotianting epistemic privilege and enchantments with modernity: The gain in the loss of the entitlement to control and define everything
págs. 311-328
Curriculum inheritance: The field, the canon, and the crisis of the postmodern university
págs. 329-344
págs. 345-362
págs. 365-380
págs. 381-394
págs. 395-412
págs. 413-428
págs. 429-438
The cape verdean language and identity question: Pride, politics of negation, or willful ignorance?
págs. 439-462
Globalization: The lodestone rock to curriculum
págs. 463-477
Intercultural curriculum in neonationalist Europe: Between neonationalism and austerity
págs. 481-502
The intercultural curriculum: Networks and global communities for collaborative learning
págs. 503-526
Curriculum as discourse: From Africa to South Africa and back
págs. 527-546
Curriculum, nuyorican memoirs, and the improvisation of identity: From what to make of "Them" to how "Them" might make themselves
págs. 547-564
Under the gaze of neoliberal epistemology: dislocating the national curriculum and re-engineering the citizen
págs. 565-582
Voices in the curriculum to South of Latin America: The subject, the history, and the politics
págs. 583-608
págs. 611-632
págs. 633-644
Curriculum, Didaktik, and professional teaching: Conceputal contributions form the intersections of currriculum studies in age of "crisis" in education
págs. 645-662
Counteracting the power of the single story in teacher education: Teacher narratives s lions´voices
págs. 663-684
Exploding the canon: Historical contextualizing as a means for social justice
págs. 685-698
Toward academic decolonization in critical curriculum studies: Learning form the japanese history textbook controversy over "comfort women"
págs. 699-718
págs. 719-722
págs. 909-913
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