The Curriculum : Whose Internationalization ? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force – created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 – in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.

The Curriculum - Whose Internationalization?

Curriculum : Decanonizing the Field is a fresh and innovative collection that is concerned with the totalitarian Western Eurocentric cult that has dominated the field of curriculum studies. Contributors to this volume challenge dominant and counter-dominant curriculum positions of the Western Eurocentric epistemic platform. At a time when the field laudably claims internationalization as a must, arguments presented in this volume prove that this "internationalization" is nothing more than the new Western expansionism, one that dominates all other cultures, economies and knowledges. Curriculum : Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge ; challenges and destroys the coloniality of power, knowledge and being ; and transforms the very idea and practice of power. The volume is essential reading for anyone involved in one of the most important battles for curriculum relevance – the fact that there is no social justice without cognitive justice.

Curriculum - Decanonizing the Field

The worldwide integration and globalization of finance, an aspect of "financialization", coincided with the rise of market-oriented neoliberalism promoting free trade and privatization strategies. New Internet-based technologies have reinforced financial market integration, creating a fragile, globally integrated financial ecosystem that poses new systemic risks and contagion effects characterized by excessive borrowing and ballooning debt, massive asset bubbles, a huge shadow banking system, and financial innovation leading to collateralized debt obligation and securitization. Public education has been at the core of neoliberal privatization strategies and financialization with the trillion-dollar blowout of student loans. Education, once considered a national and global public good tied to the creation of knowledge and the basis of a just and democratic society, has undergone a profound transformation and financial restructuring. This collection of essays by a range of international experts addresses the root causes of this massive change, analyzing the growth of finance capitalism and financialization, as well as the financialization of education and its consequences. The book is a valuable resource for classes in educational reform, education policy, higher education, and educational finance.

The Global Financial Crisis and Educational Restructuring

Globalisms and Power examines the effects neoliberal globalization is having on Spanish and Portuguese educational and curriculum policies and practices. The book dissects the nexus between globalization (or globalisms) and power under a global policy momentum, and analyzes how neoliberal globalization strategies eagerly led by nongovernmental institutions determine the educational agenda in each nation. Both Portugal and Spain were subjugated by military dictatorships for more than four decades : their education systems were laced with an authoritarian, militaristic, racist, and xenophobic ideology. Both countries' secular authoritarian and conservative religious traditions are now dangerously entangled with the demands of neoliberal ideologies. Shedding light on how education and curriculum policies and practices are determined and how they, in turn, determine the dynamics of ideological production in society, this book unmasks the massive artillery borrowed from the private sector to fix public education and lays bare the fact that nothing is natural, normal, or inevitable in this corporate global momentum.

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