Curriculum Dynamics within and across Contexts
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Stefan Thomas Hopmann's scholarship offers one of the most thorough and insightful examinations of curricular making processes across historical and cultural contexts. His research spans a wide range of research areas and perspectives, including cross-disciplinary reasoning and topical analysis, integrating insights from classical theories to late-modern approaches. This book of Hopmann's collected works offers both broad perspectives, theoretical explorations, and concrete knowledge, making it useful to researchers, students, and practitioners working with curriculum and didactics.
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Produktbeschreibung
Stefan Thomas Hopmann's scholarship offers one of the most thorough and insightful examinations of curricular making processes across historical and cultural contexts. His research spans a wide range of research areas and perspectives, including cross-disciplinary reasoning and topical analysis, integrating insights from classical theories to late-modern approaches. This book of Hopmann's collected works offers both broad perspectives, theoretical explorations, and concrete knowledge, making it useful to researchers, students, and practitioners working with curriculum and didactics.

The book presents 19 Essays of Hopmann's scholarly production and an extended introduction to his work and its academic contribution. The volume is structured into three sections: State-regulated curriculum work: Historical and Comparative Perspectives, Curriculum Coordination Across Social and Cultural Contexts, and Curriculum Constitutive Mindsets.

You can access the individual chapters via the following link: Chapters
Autorenporträt
Wieland Wermke is a Professor of Special education at Stockholm University. He has worked on special educators', teachers' and school leaders' work in various national contexts. His particular interest is in comparative education with a focus on school systems development and structuring of professional practices of various types.

Kirsten Sivesind is Professor of Education at the University of Oslo. Her research focuses on education policy, curriculum history, and didactics and how international and comparative assessments shape public education in Northern Europe. She also investigates how curricula structure educational conditions for teaching and learning in schools today.