Research on post-colonial curricula in non-Western countries continues to expand, with contributions from many scholars around the world. Many of these authors argue that post-colonial theories and the implications of those theories can help elucidate how colonial hegemony and ideology have affected the dominant discourse regarding curriculum…

Over the past two decades, efforts have been made to enrich curriculum studies internationally. Among the field's new theories which have emerged in recent years is "itinerant curriculum theory" (ICT), proposed and developed by João Paraskeva. Its aim is to free curriculum from the dominance of Western discourses and make room for…

Despite the ongoing 'globalization' of higher education, the curricula of most contemporary universities continue to be based upon epistemological assumptions deeply rooted in the Western philosophical tradition. Critiques of this lingering hegemony are evident in the growing calls for the decolonization of knowledge to make way for indigenous and…

While the project of decolonization within higher education has become important in recent years (Kester et al., 2019), human rights and peace education specifically have undergone critique (Coysh, 2014; Al-Daraweesh and Snauwaert, 2013; Barreto, 2013; Zembylas, 2018; Williams, 2017; Cruz and Fontan, 2014). This critique has focused on the…

Several recent scholarly works have challenged the Western dominated paradigm underlying the UNESCO-led agenda of global citizenship education. This includes the heavy influence of Enlightenment liberalism. Further discussions must also be centered on integrating non-Western perspectives so that the practice of global citizenship has a more…

This article examines the increasing postcolonial and decolonising literature as it relates to non-Western countries and the history of their educational systems undergoing internationalisation and globalisation. The first section reviews a number of historiographical developments in the twentieth century that laid a foundation for a more cultural…

Music has very important function in the lives of most teenagers, but there is a disjunction between music at school and music at home. Adolescent's music preferences are very heterogeneous and they can be explained by various social and individual factors. The author discusses the problem of music education in Croatian grammar schools and speaks…

This paper draws on the narratives of three teaching staff as they collaborate to transform student teachers' thinking and praxis about sustainability through a bicultural perspective that acknowledges indigenous and Western ideologies. It will discuss some of the experiences that the student teachers found to be transformational such as:…

One of the most important and difficult challenges facing social studies educators, particularly world history teachers, concerns the role of Islam--one of the world's fastest growing and most dynamic religions--in historical and contemporary domestic and international affairs. What teachers choose to teach about Islam and how they present it are…