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 Constituitive.
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
Preface
Tracing Curriculum Dynamics within and across Contexts. An Introduction into Stefan Thomas Hopmann's work
Kirsten Sivesind & Wieland Wermke
Section I: State-regulated curriculum work: historical and comparative perspectives
Current structures of curriculum making in the Federal Republic of Germany and their impact of content
Stephan Thomas Hopmann
Retracing curriculum history: The multiple realities of curriculum making
Stephan Thomas Hopmann
The Monitorial Movement and the Rise of Curriculum Administration: A Comparative View
Stephan Thomas Hopmann
How do curricula work? Models, strategies, and contradictions
Jörg Biehl, Stefan Thomas Hopmann & Frank Ohlhaver
The Curriculum as a Standard of Public Education
Stephan Thomas Hopmann
On the evaluation of curriculum reforms
Stephan Thomas Hopmann
Section II: Curriculum coordination across social and cultural contexts
About Impostors and Other Educators
Stephan Thomas Hopmann
Leeways in curriculum work: basic features of a theory of curriculum planning
Stephan Thomas Hopmann & Rudolf Künzli
The school subject as an action framework - traditions and perspectives of research
Stephan Thomas Hopmann & Kurt Riquarts
Restrained Teaching: the common core of Didaktik
Stephan Thomas Hopmann
Diversity united. The Scandinavian tradition of lesson planning
Jorunn H. Midtsundstad & Stefan Thomas Hopmann
'Didaktik meets Curriculum' revisted: historical encounters, systematic experience, empirial limits
Stephan Thomas Hopmann
School leadership as gap management: Curriculum traditions, Changing evaluation parameters, and school leadership pathways
Mariella Knapp & Stefan Thomas Hopmann
Section III: Curriculum constituional mindsets
Didaktik and/or Curriculum: Basic Problems of Comparative Didaktik
Stephan Thomas Hopmann & Kurt Riquarts
Didaktik Meets Curriculum: Towards a New Agenda
Stefan Thomas Hopmann & Bjorg Bradtzoeg Gundem
Mind the gap: Dewey on educational bridge-building
Stefan Thomas Hopmann
No child, no school, no state left behind: Schooling in the age of accountability
Stefan Thomas Hopmann
No exceptions for Hottentots! Methods of comparative educational science for curative education research
Stefan Thomas Hopmann
The "equity paradox"
Stefan Thomas Hopmann & Sonja Bauer-Hofmann
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.
