Emerging Issues and Trends in International Curriculum Discourse: Theoretical, Philosophical, and Pedagogical Positions
Internationalization of curriculum discourse (ICD), one of the most important issues in the curriculum field, can mean different things to different scholars. The purpose of this study was to explore and describe curriculum scholars' perception of the internationalization of curriculum discourse and investigate emerging issues and trends. Participants were eight curriculum scholars selected from Africa, Europe, and the United States of America. Data were collected through e-mail conversations and interviews. The findings showed that ICD might not only bring opportunities to collaborate, openness to diversity, inclusion of multiple voices, expansions of knowledge, and collaboration on various projects, but also concerns of ideological domination, philosophical hegemony, and post-colonial agenda.
Gado, I., & Verma, G. (2004). Emerging issues and trends in international curriculum discourse: Theoretical, philosophical, and pedagogical positions. Journal of Curriculum and Pedagogy, 1 (2), 151-176. (Article translated into Portuguese and being used by faculty in Brazil).