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…

Postcolonial studies have long identified history curriculum as a site of empire building. High stakes exams like the Global History Regents Exam in New York (NYGHR) undoubtedly impact curriculum but have yet to be examined through a postcolonial lens. This study evaluates to what extent, if at all, the NYGHR perpetuates eurocentrism as defined by…

Culturally Responsive Pedagogy (CRP) has become a driving force for change in North America and New Zealand and is gaining some recognition in Indigenous education in Australia. But as a model of learning and teaching, it cannot be imported unproblematically into Australian schools, wherein the past Indigenous students have had limited success.…

The article provides a new interpretation of the most widely cited essay on historical consciousness, Friedrich Nietzsche's 'On the use and abuse of history for life' from 1874, reconnecting it to current debates in educational science and the role of the historian and educator in a post-colonial situation. It reminds us how historical…