The Oxford Encyclopedia of Curriculum Studies addresses the central
question of Curriculum Studies as: What is worthwhile? Writ large,
Curriculum Studies pertains to what human beings should know, need,
experience, do, be, become, overcome, contribute, share, wonder,
imagine, invent, and improve. While the Encyclopedia treats
curriculum as definitely central to schooling, it also shows how
curriculum scholars work on myriad other institutionalized and
non-institutionalized dimensions of life that shape the ways humans
learn to perceive, conceptualize, and act in the world. Thus, while
the Encyclopedia considers common "curriculum" categories (e.g.,
curriculum theory, history, purposes, development, design,
enactment, evaluation), it does so through a critical eye that
provides counter-narratives to neoliberal, colonial, and imperial
forces that have too often dominated curriculum thought, policy,
and practice. While the Encyclopedia presents contemporary
perspectives on prevailing topics such as science, mathematics,
social studies, literacy/reading/literature/language arts, music,
art, physical education, testing, special education, and the
liberal arts, many of the articles also show how curriculum is
embedded in ideology, human rights, mythology, museums, media,
literature/film, geographical spaces, community organizing, social
movements, cultures, race relations, gender, social class,
immigration, activist work, popular pedagogy, revolution, diasporic
events, and much more. To provide such perspectives, articles draw
upon diverse scholarly traditions in addition to established
qualitative and quantitative approaches (e.g., feminist, womanist,
oral, critical theory, critical race theory, critical dis/ability
studies, Indigenous ways of knowing, documentary, dialogue,
postmodern, cooperative, posthuman, and diverse modes of
expression). Moreover, such orientations-often drawn from neglected
work from Asia, the Global South, Aboriginal regions, and other
often excluded realms-reveal positions that counter official or
dominant neoliberal impositions by emphasizing hidden, null,
outside, material, embodied, lived, and transgressive curricula
that foster emancipatory, ecologically interdependent, and
continuously growing constructs. The Oxford Encyclopedia of
Curriculum Studies is the most comprehensive resource available in
this field, and an essential reference for any student or scholar
engaged in education research. All articles are also available
online in the Oxford Research Encyclopedia of Education, where they
will be continuously updated as the field evolves.
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