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Curriculum studies as post-oriental text: Entering into a transgressive complex conversation for postcolonial transnational curriculum studies.

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Title: Curriculum studies as post-oriental text: Entering into a transgressive complex conversation for postcolonial transnational curriculum studies.
Authors: Joo, Jae Hong1 (AUTHOR), Kim, Young Chun1 (AUTHOR) pedakim@cue.ac.kr
Source: Educational Philosophy & Theory. Apr2026, Vol. 58 Issue 5, p377-386. 10p.
Subject Terms: *Asian studies, *Scholarly method, *Global studies, *Curriculum, Postcolonialism, Cross-cultural studies
Geographic Terms: Asia
Abstract: This article suggests a new field of curriculum studies called "Curriculum Studies as Post Oriental Text" as an emerging inquiry of the global postcolonial curriculum studies. Based on readings of postcolonial theories, analysis of empirical studies of Asian curriculum practices, and author's longtime postcolonial observation of South Korean curriculum scholarship, the article discusses five topics in details with a hope that more diverse and transgressive inquiry of Asian postcolonial curriculum studies will be developed and expanded among scholars of education in Asia. [ABSTRACT FROM AUTHOR]
Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This article suggests a new field of curriculum studies called "Curriculum Studies as Post Oriental Text" as an emerging inquiry of the global postcolonial curriculum studies. Based on readings of postcolonial theories, analysis of empirical studies of Asian curriculum practices, and author's longtime postcolonial observation of South Korean curriculum scholarship, the article discusses five topics in details with a hope that more diverse and transgressive inquiry of Asian postcolonial curriculum studies will be developed and expanded among scholars of education in Asia. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131857.2025.2454404
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      – Code: eng
        Text: English
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      – SubjectFull: Global studies
        Type: general
      – SubjectFull: Curriculum
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      – SubjectFull: Postcolonialism
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      – SubjectFull: Asia
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      – TitleFull: Curriculum studies as post-oriental text: Entering into a transgressive complex conversation for postcolonial transnational curriculum studies.
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              Text: Apr2026
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              Y: 2026
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