Curriculum Dynamics within and across Contexts : Collected Works of Stefan Thomas Hopmann (Komparatistische Bibliothek / Comparative Studies Series / Bibliothèque d'Études Comparatives)

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.