This conceptual article is to problematize Western-centered comparative curriculum studies in South Korea, drawing on research related to postcolonial criticisms of comparative education and curriculum studies, and to suggest a decolonial research imagination for comparative curriculum research in South Korea and East Asia broadly, based on…

This study seeks to explore how the belonging and participation, as well as its related concepts, are framed in the national curriculum guidelines of the Netherlands, Finland, Iceland, Norway, and Sweden. We employed a scoping study with concept-mapping methodology. The results reveal macro level principles related to human rights and values,…

Teacher autonomy has become an increasingly popular research topic over the past decade, reflecting wider national and global education trends. In this light, this article investigates and compares the perceptions of German and Swedish teachers concerning their professional autonomy. We analyse teachers' perceptions using a grid, and view teacher…

Primary objective: The significance of critical thinking (CT) has grown worldwide in recent years. In teacher education, for example, educators are expected to impart this skill to students but we lack comprehensive international comparative research on CT in pre-service teachers. To begin to develop such assessments, we comparatively analysed CT…

Previous work has not yet comparatively studied which forms of peace education (PE) have been adopted in national laws. Through content analysis of policy documents, we seek to find out why the Colombian Congress established PE as mandatory content across all educational levels in 2014 in a postwar phase, while the German Standing Conference of…

Do curricular texts address children's existential questions and how are such questions to be met in school? This is the crucial question of this study. It consists of a comparative content analysis of Swedish, Norwegian, and Danish national curricula for religious education, in use in 2019. To provide a background to this content analysis the…

This article compares and re-examines citizenship education (CE) teaching and learning in Hong Kong (HK) and Guangzhou (GZ), China. It questions two stereotypical perceptions--that China schools indoctrinate students, and that CE lessons in HK are more open than those in mainland China. Data are drawn from some 30 lesson observations, 1,200…

Despite the increasing popularity of studies on teachers' national curriculum adaptations, there is no comparative study elucidating teachers' adaptations in centralized and decentralized educational contexts through sense-making theory lenses. This paper presents a comparative case study of Turkish and Swedish senior classroom teachers'…

The increasing use of media and digital technologies has been modifying how people think over and shape their physical activities and healthcare consumption. This growing trend has been reflected in school curriculum developments for Physical Education and Health. As educators and policy makers adjust local curricula to reflect these technological…

New Zealand has its educational roots in 19th and 20th century British educational systems with close similarities between English and New Zealand secondary school education structures. In the last two decades, however, secondary school education in both countries has experienced multiple and sometimes radical reforms. Educational policy has…

Curriculum policies internationally are increasingly concerned with the promotion of national competitiveness and economic development. This involves more emphasis on skills than on knowledge, on learning than on teaching and on school/teacher autonomy than regulation from the centre. At the local level such global influences are inevitably…

The primary objective of the study was to empirically test theoretical claims made about differences between Didaktik and curriculum traditions concerning teacher autonomy (TA) and teacher responsibility (TR). It tests the hypothesis that TA and TR are higher among Didaktik than curriculum countries. The second objective was to explore…

Discussions about the what, the when and the how of teaching and learning in schools deal in German-speaking countries with the term "Lehrplan", while English-speaking countries discuss similar topics with the term "curriculum". Yet, these two terms are not just exchangeable terms in two different languages, but imply also two…

Many countries, including Australia, China, the United States, the United Kingdom and New Zealand, have included art subjects in their core curriculum. Using the theory of governmentality as a critical lens to investigate the intricate power--knowledge system in relation to curriculum, arts and pedagogy, this paper makes a comparative document…

The study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of mathematics. Major similarities of the two contexts could be reconstructed in the conceptualization of teacher competence as a…