Curriculum and International Democracy: A Vital Source of Synergy and Change

Richard D. Sawyer

Abstract


International democratic education (IDE) promotes principles of self-determination, a commitment to social justice for all people, and the engagement of cross-border dialogue grounded in local meanings with global implications. However, educators and students who wish to promote IDE are challenged by their perceptions of their personal and national narratives. The central question of this paper stems from these challenges: How do students and educators begin to imagine new possibilities for international democratic education when they go beyond the form that they know and have lived? The paper uses a kaleidoscope as a metaphor for a narrative and transformative curriculum and presents examples of the curricular concepts of currere and duoethnography. The paper further offers thoughts about how curriculum, both theoretical and lived, can play an exceptionally important role in the field of international democratic education.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
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ISSN: 1942-2563