Blog Detail

Publisher: Palgrave MacMillan

Editors: Carmel Roofe and Christopher Bezzina

Intercultural dialogue and competence is critical for all aspects of education. Curriculum is considered a sociological phenomenon and therefore is influenced by the values, beliefs and understandings that exist within societies. Furthermore the curriculum serves as the process that addresses and awakens the consciousness of individuals through the learning it provides. Within a context of globalization societies represent a melting pot of cultures that influence the learning provided through the tangible and or intangible outcomes of the curriculum. Countries that are perceived as more powerful seem to influence shifts in mental cultures and traditions which then determine what becomes known as new knowledge. This has implications for how curriculum is theorized and practiced since curriculum represents the learning that is made available to students.

This text provides an opportunity to engage in academic discourse about curriculum and its making. More specifically it provides an opportunity to undertake deep analysis of the philosophical, ideological and practical applications of curriculum using an intercultural lens. This will be achieved through the use of:

• a single data collection instrument/methodology across

– different countries

– different continents

– on the same topic/issue

The aim of this text is to provide an understanding of curriculum at an intercultural level using the same methods of data collection and analysis for each country level contained in each chapter. This type of assessment can produce “Cultures of curriculum theory, policy and practice” within a country, between & among countries, and between and among traditions and other specificities within and between countries.

This book welcomes contributions on such topics as:

• Social justice issues in curriculum making
• Context and curriculum
• Pedagogy, student engagement and attainment
• Technology-Enhanced Learning and the curriculum
• Curriculum leadership
• Curriculum development, implementation and evaluation
• Philosophical perspectives and the curriculum in practice
• Gender and the curriculum
• Other areas to be discussed and agreed with the editors

Please communicate your interest by submitting an abstract of 300-400 words which provides a summary of your chapter. Abstracts should be submitted no later than April 30, 2015 to carmelg.roofe@gmail.com or christopher.bezzina@um.edu.mt

 

The following specific guidance will apply:

• Chapters should not exceed 6,500 words in length, including all references
• Chapters must derive from original empirical research
• Each chapter must relate to a minimum of three (3) countries. g.: Quality, access and equity in curriculum practices at the primary level of education in Australia, Jamaica and Canada.
• Each chapter should include at least one developing country and must include countries from at least two continents (per example above)
• Each chapter must apply the same method of data collection /analysis throughout
• Chapters will follow the Harvard Reference Style guide.

Suggested chapter layout:

• Abstract
• Key words
• Introduction
• Education/Schooling in countries A,B,C
• Literature review
• Methodology
• Findings
• Discussion
• Conclusions
• References

Suggested timelines:

• Submission of Abstracts: April 30, 2016
• Review & Decisions on Abstracts: 30 June 2016
• Submission of DRAFT chapters: 30 November 2016
• Review & Decisions on DRAFT chapters: 30 January 2017
• Submission of FINAL chapters: 30 April 2017
• Submission to publishers: 30 June 2017
• Expected publication date: December 2017

This book is part of the Palgrave Macmillan series on “Intercultural Studies in Education”.

Please Note:

Contributions are welcomed from teams of researchers and/or practitioners. For a list of countries by continents, please visit: http://www.worldatlas.com/cntycont.htm