Of interest to scholars both within and outside the U.S., this volume reports how curriculum studies scholars in Mexico understand their field's intellectual history, its present circumstances, and the relations among these intersecting domains with globalization.

Re-narrating the story of Noah and Schreber, William F. Pinar's new book offers a compelling interpretation of race relations in education. In his signature style, Pinar argues that race is a patriarchal production and a gendered contract between father and son.

This is the first investigation of the roles of autobiography in teacher education to be informed by concepts and examples from China, Europe, and North and South America. Unique and timely, this volume addresses multiple movements of teacher education reform worldwide.

Pinar documents that the field of curriculum studies in the United States is in the early stages of a second paradigm shift, this time stimulated by present political circumstances. He explains why their acceptance in contemporary scholarship signals their conceptual exhaustion and how recent work in the field begins to surpass them.

This volume assembles essays addressing the recurring question of the "subject," understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies. After examining scholarship on the "subject," Pinar critiques its absence in the new sociology of curriculum, its historically shifting presence in North European (and specifically German) conceptions of "Bildung" (personified by the life and work of Robert Musil), in Pinar's concept of "currere," in Frantz Fanon's theorizing of decolonization, and as the subject becomes reconstructed in the intercultural scholarship of Hongyu Wang, the regional studies of Joe L. Kincheloe, and Maxine Greene's theorization of art as experience. Of interest to scholars not only in the U.S., this book will hold special significance for graduate students and junior scholars who want to know how to conduct curriculum research and development in a field informed by scholarship and theory in the humanities.

Curriculum Studies in India examines Indian scholars in dialogue regarding their intellectual life histories and subjective investments in their field. With chapter introductions by William Pinar, scholars explore their intellectual history and present circumstances of curriculum studies in India, emphasized by their own engagement and research. These works demonstrate the rapidity and scale of economic growth today, and how it creates conflict, dislocation, inequality, and "echoes" of a colonial past now present in globalization. Pinar and his contributors conclude that historical (dis)continuities, cultural conflict, economic globalization, and political tension characterize the present circumstances of curriculum studies in India.

This collection, comprised of chapters focused on the intellectual histories and present circumstances of curriculum studies in Brazil, is Pinar's summary of exchanges (occurring over a two-year period) between the authors and members of an International Panel (scholars working in Finland, South Africa, the United States). From these and the essays Pinar identifies four concepts summarizing curriculum studies in Brazil: enunciation, eventfulness, the quotidian, and hybridity. The Brazilian scholars have the "last word" in this work. What becomes clear is that curriculum studies in Brazil is one of the most theoretically sophisticated and intellectually dynamic fields in the world today.

As a worldwide phenomenon, the internationalization of curriculum studies is at its beginning. While much has been written about South African education, now, for the first time, gathered in one collection are glimpses of South African curriculum studies described bysix distinctive points of view. Included are sections of a "micro-moment" of internationalization in which South African scholars reply to questions raised by scholars working elsewhere. Knowing what curriculum studies colleagues are thinking worldwide is the first step in understanding curriculum internationally. Recognizing the national distinctiveness of curriculum studies enables scholars to underscore how national history and culture influence their own research.

Scholars from three continents collaborate to create a truly global understanding of curriculum in the world's most populous country. This book discusses major topics in curriculum studies in China and shows how Chinese scholars understand their field's history, circumstances, and place in a globalized world.

Of interest to scholars both within and outside the U.S., this volume reports how curriculum studies scholars in Mexico understand their field's intellectual history, its present circumstances, and the relations among these intersecting domains with globalization.

Curriculum Studies in India examines Indian scholars in dialogue regarding their intellectual life histories and subjective investments in their field. With chapter introductions by William Pinar, scholars explore their intellectual history and present circumstances of curriculum studies in India, emphasized by their own engagement and research. These works demonstrate the rapidity and scale of economic growth today, and how it creates conflict, dislocation, inequality, and "echoes" of a colonial past now present in globalization. Pinar and his contributors conclude that historical (dis)continuities, cultural conflict, economic globalization, and political tension characterize the present circumstances of curriculum studies in India.

Scholars from three continents collaborate to create a truly global understanding of curriculum in the world's most populous country. This book discusses major topics in curriculum studies in China and shows how Chinese scholars understand their field's history, circumstances, and place in a globalized world.

This collection, comprised of chapters focused on the intellectual histories and present circumstances of curriculum studies in Brazil, is Pinar's summary of exchanges (occurring over a two-year period) between the authors and members of an International Panel (scholars working in Finland, South Africa, the United States).

Re-narrating the story of Noah and Schreber, William F. Pinar's new book offers a compelling interpretation of race relations in education. In his signature style, Pinar argues that race is a patriarchal production and a gendered contract between father and son.

Assembles essays addressing the recurring question of the 'subject,' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies.

Pinar documents that the field of curriculum studies in the United States is in the early stages of a second paradigm shift, this time stimulated by present political circumstances. He explains why their acceptance in contemporary scholarship signals their conceptual exhaustion and how recent work in the field begins to surpass them.