Education at the Edge of Experience : Navigating the Unassimilable
Marla (Georgia Southern University) Morris
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Currere from Apartheid to Inclusion : Building Culturally Responsive Pedagogies in Post-Apartheid South Africa
Shani Steyn
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Curriculum Fragments : A Currere Journey through Life Processes
Thomas S. (Trinity University With) Poetter
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Ancient and Indigenous Wisdom Traditions in African and Euro-Asian Contexts : Towards More Balanced Curricular Representations and Classroom Practices
Ehaab Abdou
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Ancient and Indigenous Wisdom Traditions in the Americas : Towards More Balanced and Inclusive Curricular Representations and Classroom Practices
Ehaab Abdou
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Curriculum and the Problem of Violence : Biopolitics, Truth, History and Fascism
James P. (Florida International University, USA) Burns
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Practicing Pragmatism through Progressive Pedagogies : A Philosophical Lens for Grounding Classroom Teaching and Research
Susan Jean Mayer
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Schooling, Human Capital and Civilization : A Brief History from Antiquity to the Digital Era
Bruce (University of British Columbia, Canada) Moghtader
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The Ethics of Becoming a Good Teacher : In Conversation with Aristotle and Confucius
Ying (Kwantlen Polytechnic University, Canada.) Ma
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Currere and Psychoanalytic Guided Regression : Revisiting the Kent State Shootings
Karl Martin
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South Korean Education and Learning Excellence as a Hallyu : Ethnographic Understandings of a Nation’s Academic Success
Young Chun (Chinju National University of Education, South Korea) Kim
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Storying the World : The Contributions of Carl Leggo on Language and Poetry
Rita Irwin
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The Syllabus as Curriculum : A Reconceptualist Approach
Samuel D. (University of British Columbia, Canada) Rocha
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Provoking Curriculum Encounters Across Educational Experience : New Engagements with the Curriculum Theory Archive
Teresa Strong-Wilson
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Finding Hope in the Turbulent Classroom : Curriculum Theory, Psychoanalysis, and School-Based Practice
Alan A. Block
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Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders : Applying a Historical Lens to Contest Unilateral Logics
Weili (Hangzhou Normal University, China) Zhao
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Curriculum, Environment, and the Work of C. A. Bowers : Ecological and Cultural Perspectives
Audrey (North Carolina A&T State University, USA.) Dentith
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Teachers’ Ethical Self-Encounters with Counter-Stories in the Classroom : From Implicated to Concerned Subjects
Teresa Strong-Wilson
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Tracing Ted Tetsuo Aoki’s Intellectual Formation : Historical, Societal, and Phenomenological Influences
Patricia (University of British Columbia, Canada.) Baergen
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Lingering with the Works of Ted T. Aoki : Historical and Contemporary Significance for Curriculum Research and Practice
Nicole Y. S. (University of British Columbia, Canada) Lee
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Restoring Soul, Passion, and Purpose in Teacher Education : Contesting the Instrumentalization of Curriculum and Pedagogy
Peter (University of British Columbia, Canada) Grimmett
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Theorizing Shadow Education and Academic Success in East Asia : Understanding the Meaning, Value, and Use of Shadow Education by East Asian Students
Young Chun (Chinju National University of Education, South Korea) Kim
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Engaging with Meditative Inquiry in Teaching, Learning, and Research : Realizing Transformative Potentials in Diverse Contexts
Ashwani (Mount Saint Vincent University, Canada) Kumar
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Influences and Inspirations in Curriculum Studies Research and Teaching : Reflections on the Origins and Legacy of Contemporary Scholarship
Carmen (Nipissing University, Canada) Shields
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