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This incisive Handbook brings together a wealth of innovative research from international curriculum and education experts to ask the question: what knowledge should be taught in school, how should it be taught, and for what purpose?

Providing a comprehensive account of curriculum history, philosophy, and recent theoretical developments, the Handbook explores timely debates concerning the national curriculum in countries across Asia, Australasia, Eastern and Western Europe, countries in the American continents such as Brazil and Canada. Chapters delve into the relationship between curriculum and democracy, focusing on specific school subjects to examine what the recontextualisation of rational knowledge means for subject selection and design. Opening up a three-way conversation between Didaktik theory, social realism, and cognitive psychology, the Research Handbook puts forward a novel and powerful research programme in curriculum studies.

This innovative Handbook will be an indispensable resource for academics and postgraduate students of curriculum studies, education policy, and education management. Its discussion of new generative research programmes will also benefit education policy makers and analysts.