The Oxford Encyclopedia of Curriculum Studies addresses the central question of Curriculum Studies as: What is worthwhile? Writ large, Curriculum Studies pertains to what human beings should know, need, experience, do, be, become, overcome, contribute, share, wonder, imagine, invent, and
improve. While the Encyclopedia treats curriculum as definitely central to schooling, it also shows how curriculum scholars work on myriad other institutionalized and non-institutionalized dimensions of life that shape the ways humans learn to perceive, conceptualize, and act in the world.

Thus, while the Encyclopedia considers common curriculum categories (e.g., curriculum theory, history, purposes, development, design, enactment, evaluation), it does so through a critical eye that provides counter-narratives to neoliberal, colonial, and imperial forces that have too often
dominated curriculum thought, policy, and practice. While the Encyclopedia presents contemporary perspectives on prevailing topics such as science, mathematics, social studies, literacy/reading/literature/language arts, music, art, physical education, testing, special education, and the liberal
arts, many of the articles also show how curriculum is embedded in ideology, human rights, mythology, museums, media, literature/film, geographical spaces, community organizing, social movements, cultures, race relations, gender, social class, immigration, activist work, popular pedagogy,
revolution, diasporic events, and much more.

To provide such perspectives, articles draw upon diverse scholarly traditions in addition to established qualitative and quantitative approaches (e.g., feminist, womanist, oral, critical theory, critical race theory, critical dis/ability studies, Indigenous ways of knowing, documentary, dialogue,
postmodern, cooperative, posthuman, and diverse modes of expression). Moreover, such orientations--often drawn from neglected work from Asia, the Global South, Aboriginal regions, and other often excluded realms--reveal positions that counter official or dominant neoliberal impositions by
emphasizing hidden, null, outside, material, embodied, lived, and transgressive curricula that foster emancipatory, ecologically interdependent, and continuously growing constructs. The Oxford Encyclopedia of Curriculum Studies is the most comprehensive resource available in this field, and an
essential reference for any student or scholar engaged in education research. All articles are also available online in the Oxford Research Encyclopedia of Education, where they will be continuously updated as the field evolves.

About the Author:
William H. Schubert is a Professor Emeritus of the University of Illinois at Chicago (UIC) where he was a faculty member for 36 years and where he coordinated the Ph.D. Program in Curriculum Studies and served as Chair of Curriculum & Instruction and Director of Graduate Studies. He grew up in rural
northeastern Indiana, and earned an undergraduate degree from Manchester University, a Master's Degree from Indiana University-Bloomington, and a Ph.D. from the University of Illinois at Urbana-Champaign, and has also studied at the University of Wisconsin-Madison, the University of Chicago, and
Northwestern University. At UIC he was awarded the position of University Scholar and received several university-wide awards for teaching and mentoring. Dr. Schubert is an elected Fellow of the International Academy of Education, an elected member of Professors of Curriculum, and recipient of the
2004 Lifetime Achievement Award in Curriculum Studies of the American Educational Research Association. He has published 19 books, over 250 articles and chapters, and presented papers or colloquia in over 300 scholarly venues. His Curriculum: Perspective, Paradigm, and Possibility (Schubert, 1986)
was selected by Professors of Curriculum as the most influential curriculum text between 1970 and 1990, and both his Guide to Curriculum in Education (He, Schultz, & Schubert, 2015) and Reflections from the Heart of Educational Inquiry (Willis & Schubert, 1991) received Critics Choice Awards from
the American Educational Studies Association (AESA). He has been president of the John Dewey Society, The Society for the Study of Curriculum History, and the Society of Professors of Education, as well as vice president of the American Educational Research Association. Schubert was the Consulting
Editor for the Sage Encyclopedia of Curriculum Studies (Kridel, 2010) and editor of Part Three (Curriculum Theory) of the Sage Handbook of Curriculum and Instruction (Connelly, He, & Phillion, 2008). His work deals with curriculum history, theory, and development in school and non-school cultural
contexts. He has authored bibliographical essays that are noted references in Curriculum Studies, for example: Curriculum Books: The First Eighty Years (Schubert & Lopez, 1980); Curriculum Books: The First Hundred Years (Schubert, Lopez Schubert, Thomas, & Carroll, 2002); Schubert, W. H. (2010),
Journeys of expansion and synopsis: Tensions in books that shaped curriculum inquiry, 1968-present (Schubert, 2010) in Curriculum Inquiry 40(1), 17-94; and Sage Guide to Curriculum in Education (He, Schultz, & Schubert, 2015). Schubert is a former elementary school teacher 1967-1975, and he has
consulted and lectured widely throughout the U.S. and world for over 40 years. The Zach S. Henderson Library at Georgia Southern University holds the William H. Schubert Curriculum Studies Collection of his papers, publications, and book collection.

Ming Fang He is Professor of Curriculum Studies at Georgia Southern University. She has taught at the graduate, pre-service, and in-service levels in the United States, Canada, Hong Kong, and China. She explores education, curriculum, and life in between Eastern and Western philosophy with a focus
on Confucius, John Dewey, Tsunesaburo Makiguchi, Daisaku Ikeda, Weiming Tu, Martha Nussbaum, and Edward Saïd. She has written about cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education, curriculum studies, activist
practitioner inquiry, social justice research, exile curriculum, narrative of curriculum in the U. S. South, and transnational and diasporic studies. Her books include: A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape (2003); Narrative and Experience in
Multicultural Education (with Michael Connelly & JoAnn Phillion, 2005); Handbook of Curriculum and Instruction (with Michael Connelly & JoAnn Phillion, 2008); Personal Passionate Participatory Inquiry into Social Justice in Education (with JoAnn Phillion, 2008); Handbook of Asian Education [with
Yong Zhao (Editor), Jing Lei, Goufang Li, Kaori Okano, Nagwa Megahed, David Gamage, & Hema Ramanathan (Co-Editors), 2011]; Sage Guide to Curriculum in Education (with Brian Schultz & William Schubert, 2015); and Oxford Encyclopedia of Curriculum Studies (Editors-in-Chief with William Schubert; with
Associate Editors: Isabel Nuñez, Patrick Roberts, Sabrina Ross, & Brian D. Schultz). She co-edits two book series with Information Age Publishing: Research for Social Justice: Personal Passionate Participatory Inquiry (with JoAnn Phillion) and Landscapes of Education (with William Schubert). She
guest edited an issue of the Journal of Critical Inquiry into Curriculum and Instruction on Experiential Approaches in Curriculum Studies: Personal, Passionate, and Participatory Inquiries (with JoAnn Phillion, 2001); a special issue of the Journal of Curriculum Theorizing on Narrative of Curriculum
in the U. S. South: Lives In-Between Contested Race, Gender, Class, and Power (with Sabrina Ross, 2013); and a special issue of The Sophist's Bane: A Journal of the Society of Professors of Education on Minority Women Professors Venturing on the Landscapes of Education (with Sabrina Ross, 2015). She
was an Editor of Curriculum Inquiry (2003-2005). She is Co-Editor-in-Chief of Educational Studies (2020-2025), a Leading Associate Editor of Multicultural Perspectives (since 2003), and a member of the International Editorial Board of Curriculum Inquiry (since 2015). She is Program Director for the
Ed. D. in Curriculum Studies at Georgia Southern University (2019-2020). She was the Vice President of the AERA Division B (2014-2017). Her current research is expanded to the education of ethnic minorities and disenfranchised individuals, groups, tribes, and societies in the United States, Canada,
Hong Kong, Mainland China, and other international contexts.