Abstract
This provoking collection has both interrogated and advanced the field of curriculum inquiry. Framed by an international curriculum conference held in Melbourne, Australia (2018), yet looking further afield, the chapters taken together present a compelling argument for why questions about what counts as curriculum are fundamental to how we theorise, understand and engage with the purposes of education. But the book also does more, in its privileging of place and critical attention to the situated-ness of curriculum inquiry and practice. The importance of recognising the geo-politics of knowledge is both a well-known mantra and a statement that demands more substantial consideration than it is often accorded. This book speaks precisely to these matters through nuanced and insightful combinations of theorising and empirical research.
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References
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McLeod, Julie, Sobe, Noah W., & Seddon, Terri. (Eds.). (2018). World yearbook of education 2018: Uneven space-times of education: Historical sociologies of concepts, methods and practices. London: Routledge. Retrieved from https://www.routledge.com/World-Yearbook-of-Education-2018-Uneven-Space-Times-of-Education-Historical/McLeod-Sobe-Seddon/p/book/9781138230484.
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McLeod, J. (2021). Afterword. In: Green, B., Roberts, P., Brennan, M. (eds) Curriculum Challenges and Opportunities in a Changing World. Curriculum Studies Worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-61667-0_20
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DOI: https://doi.org/10.1007/978-3-030-61667-0_20
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