Ming Fang He is an Associate Professor of Curriculum Studies at Georgia Southern University. She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She taught English as a Foreign Language in P. R. China and English as a Second Language to immigrant adults and children in Toronto, Canada. She currently advises doctoral students, directs doctoral dissertations, and teaches graduate courses in curriculum studies, multicultural education, and qualitative research methods. Her preservice teacher education courses are in foundations of education. She has also taught doctoral level courses in Hong Kong, and currently advises doctoral students and serves on dissertation committees, for the Ontario Institute for Studies in Education cohort-based doctoral program for Hong Kong Institute of Education faculty members. Her work is on cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education and curriculum studies. Her book, A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape, is published with Information Age Publishing. She is Professor of Curriculum, an editor of Curriculum Inquiry, and an associate editor of Multicultural Perspectives.
“We can only hope that educators will read the new edition and be inspired to make similar choices themselves.”
—From the Foreword by Pedro Noguera, UCLA
“In this eagerly awaited second edition, Schultz has reiterated what it means to be a courageous and caring teacher.”
—From the Afterword by Sonia Nieto, professor emerita, University of Massachusetts, Amherst
“A compelling read that continues to remind us how much a better world depends on our ability to foster learning and teaching experiences that nurture young people’s capacity to think deeply.”
—Denise Taliaferro Baszile, VP, AERA Division B
“This second edition highlights the ongoing dismantling of urban public schools in the name of ‘reform,’ even while fueling our sense of possibility and hope.”
—Kevin Kumashiro, author, Bad Teacher!
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The study of curriculum, beginning in the early 20th century, first served the areas of school administration and teaching and was used to design and develop programs of study. The field subsequently expanded and drew upon disciplines from the arts, humanities, and social sciences to examine larger educational forces and their effects upon the individual, society, and conceptions of knowledge. Curriculum studies now embraces an array of academic scholarship in relation to personal and institutional needs and interests while it also focuses upon a diverse and complex dynamic among educational experiences, practices, settings, actions, and theories.
The Encyclopedia of Curriculum Studies provides a comprehensive introduction to the academic field of curriculum studies for the scholar, student, teacher, and administrator. This two-volume set serves to inform and to introduce terms, events, documents, biographies, and concepts to assist the reader in understanding aspects of this rapidly changing, expansive, and contested field of study.
Key ThemesBiography and ProsopographyConcepts and TermsContent DescriptionsInfluences on Curriculum StudiesInquiry and ResearchNature of Curriculum StudiesOrganizations, Schools, and ProjectsPublicationsTheoretical PerspectivesTypes of Curricula
The Encyclopedia of Curriculum Studies offers the careful reader a surprisingly revealing depiction of the conventions, mores, and accepted research and writing practices of the field of curriculum studies as it continues to expand and change. Availability in print and electronic formats provides students with convenient, easy access, wherever they may be.