The articles in this special issue include different perspectives on comparative policy studies with an aim to understand transnational education policies in relation to the logic of national educational systems and to grasp the ongoing reframing of teacher identity and teaching as a result of the policy activities of 'new' and coordinated…

The consolidation of reconceptualism as a distinctive tradition in curriculum inquiry is commonly understood to go hand-in-hand with the decline and even eclipse of an explicit political orientation in such work. This paper offers an alternative argument, focusing on a re-assessment of what has been called the representation problem, and exploring…

There has been a growing interest in the European "Didaktik" tradition as part of a process of "internationalizing" curriculum studies. Kruger provides useful insights into some aspects of "Didaktiek" in South Africa. However, the essay does not contextualize this tradition within the broader history of South African…

Discusses John Dewey's concept of curriculum, as applied in his Laboratory School. Describes the planning of the school and how its curriculum evolved over time. Identifies both Dewey's belief in educational specialization and his understanding of its limits. Notes the implications of Dewey's work for today's educators. (SG)

Offers a conceptual framework for curriculum studies that establishes a linguistic and analytic basis for comparing the upper grades of secondary schools in the United States, England, Wales, and Australia. Reports fundamental contrasts between United States and other countries. Examines differences found in the areas of organizational structure…

Describes curricular and pedagogical experimentation in humanities and social studies instruction conducted in New Zealand immediately after World War II. Compares such developments with the Freyberg Integrated Studies Project, a later three-year curriculum development and research program. Concludes that the Freyberg model provides support for…

This paper examines curriculum differentiation (i.e. streaming or ability-grouping). After placing curriculum differentiation in an international perspective, it outlines the main conclusions from empirical research on differentiation over several decades. Against this empirical background, it describes and considers the three specific…

The curriculum field in the USA has existed in a chronic state of disarray, even crisis, for many years. This study considers whether the field's "reconceptualization" has alleviated the signs of crisis articulated some 30 years ago by Joseph Schwab. It concludes by suggesting that four issues should be examined in order to establish a vital sense…

Presents multiple readings of the phrase 'what's left in the field' that are juxtaposed in response to a recurring press for standardization of purpose for curriculum studies. States that memoirs provide a vehicle for positing various perspectives on debates in the curriculum field. Includes references. (CMK)

Asserts that many educators do not hold curriculum studies in high regard. Reviews the "Handbook of Research on Curriculum," published by the American Educational Research Association. Concludes that the volume will serve the interests of researchers but not other constituents within the curriculum community. (CFR)

Argues that many of the conditions advocated in current educational theory relating to curriculum change are unrealistic in the present political and economic climate, and that politicization of education, the role of the media, as well as subject-specific factors, deserve more attention. Illustrates with a case of curriculum change in Australia.…

Provides an introduction to the German educational theory of didaktik. Didaktik emphasizes critical thinking incorporated into content instruction. Although originally developed in the 19th century, didaktik has enjoyed renewed popularity within the last 10 years. Discusses the history of the theory and its impact on U.S. pedagogy. (MJP)

Presents a crucial German essay, originally published in 1958, that defined and introduced didaktik to a new generation of educators. In this incarnation, didaktik represents an educational approach that incorporates critical thinking (as defined by Adorno and Habermas) into both content and instruction. Briefly outlines the essentials of didactic…