ABSTRACT
This book offer diverse perspectives on discourses of curriculum studies from schooling and higher education contributed by scholars from both within and outside the majority world. It examines transnational border crossings involving national governments and policy measures, and the promises, challenges and failings of those formal relationships. In the higher education sector, a number of universities have established overseas campus programmes, which raise questions about the quality and standards of transnational education. The book provides an intersection between transnational education and curriculum studies as well as reconceptualising curriculum studies as a complicated landscape as a whole. In addition to examining the impact of globalisation and internationalisation, the book provides an emphasis on localised contexts with an aspiration of re-balancing the relational dynamics in education. In some societies, especially in East Asian nations that put great emphasis on children’s academic achievements, many parents invest in the “shadow education” system of private tutoring.
