© 2019

Internationalizing Curriculum Studies

Histories, Environments, and Critiques

  • Cristyne Hébert
  • Nicholas Ng-A-Fook
  • Awad Ibrahim
  • Bryan Smith

Table of contents

  1. Front Matter
    Pages i-xix
  2. Cristyne Hébert, Awad Ibrahim, Nicholas Ng-A-Fook, Bryan Smith
    Pages 1-11
  3. Grounding Curricular Histories

    1. Front Matter
      Pages 13-13
    2. Theodore M. Christou, Christopher DeLuca
      Pages 15-33
    3. Molly Quinn, Niki Christodoulou
      Pages 35-51
    4. Antonio Flávio Barbosa Moreira, Rosane Karl Ramos
      Pages 53-67
    5. Jazlin Ebenezer, Susan Harden, Nicholas Sseggobe-Kiruma, Russell Pickell, Suha Mohammed Hamdan
      Pages 83-105
    6. Karen Meyer, Cynthia Nicol, Siyad Maalim, Mohamud Olow, Abdikhafar Ali, Samson Nashon et al.
      Pages 107-122
  4. Grounding Educational Environments

  5. Grounding Curricular Critique

  6. Back Matter
    Pages 245-248

About this book


This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning. The collection draws on the groundbreaking work of Dwayne Huebner in order to invite scholars into conversation with histories of curriculum studies and to posit them within it, opening up new spaces to work in and through curricular issues. This book will appeal to scholars, teachers, and students looking to reconceptualize international curriculum development and theory.


pedagogy globalism phenomenological discourse language teaching and learning social justice sustainability

Editors and affiliations

  • Cristyne Hébert
    • 1
  • Nicholas Ng-A-Fook
    • 2
  • Awad Ibrahim
    • 3
  • Bryan Smith
    • 4
  1. 1.Faculty of EducationUniversity of ReginaReginaCanada
  2. 2.Faculty of EducationUniversity of OttawaOttawaCanada
  3. 3.Faculty of EducationUniversity of OttawaOttowaCanada
  4. 4.College of Arts, Society and EducationJames Cook UniversityTownsvilleAustralia

About the editors

Cristyne Hébert is Assistant Professor in the Faculty of Education at the University of Regina, Canada.

Nicholas Ng-A-Fook is Professor and Director of the Teacher Education Program at the University of Ottawa, Canada.

Awad Ibrahim is Professor in the Faculty of Education at the University of Ottawa, Canada.

Bryan Smith is Lecturer at James Cook University, Townsville, Australia. 

Bibliographic information


“Internationalization characterizes the present paradigmatic moment in curriculum studies; this collection identifies its key concerns. Grounded in place and time and animated by critique, the editors and contributors provide contextualization for the conceptions that characterize curriculum studies worldwide—indispensable for faculty and students alike.” (William F. Pinar, Professor and Canada Research Chair, University of British Columbia, Canada)

“The editors of this volume bring together leading international curriculum scholars to return to the enduring commitments, modes of study, and wisdom that continue to ground ongoing, critical re-conceptualizations of the field. In this timely and compelling collection of essays, the editors renew a much-needed, international, and complicated conversation on the tasks of curriculum scholars engaging a radically changing globalized landscape.” (Aparna Mishra Tarc, Associate Professor in the Faculty of Education, York University, Canada)

“Pressing back at neoliberal conceptualization of globalization, in Internationalizing Curriculum Studies: Histories, Environments, and Critiques, editors Cristyne Hebert, Nicholas Ng-A-Fook, Awad Ibrahim, and Bryan Smith have assembled a volume that at once dances across international conceptualizations of curriculum studies and contextualizes those understandings in clear and insightful ways. These trajectories document the strength and complexity of contemporary curriculum theorizing from a variety of traditions and national perspectives that, when assembled, provide a vista that shows the depth, breadth, and growth of the field. Equally at home in graduate studies of education or undergraduate teacher education courses, Internationalizing Curriculum Studies is an important, reflexive reminder about the power of possibilities in studying with others and the significance of listening across borders of all kinds.” (Walter Gerson, Associate Professor in the School of Teaching, Learning, and Curriculum Studies at Kent State University, USA)