Transboundary Learning Culture as Emerging Discourse for Post-Oriental Curriculum Studies

This article envisions transboundary learning culture (TBLC) as post-Oriental curriculum studies research. Postcolonial discourse in curriculum studies has been proliferating over the past two decades. Non-Western curriculum scholars have contributed to the development of international curriculum studies based on their indigenous histories and cultures. In this context, this article proposes that TBLC, driven by Eastern educational or learning phenomena, can be an international curriculum studies concept. We identified four TBLC characteristics: “deconstructing Western tradition of school curriculum,” “unveiling the shift in students’ pursuit of academic success,” “defining East Asian students as active learners,” and “redefining effective learning outside Western theories.” Although TBLC is originated as an East Asian phenomenon, given the changing learning cultures and shadow education around the world, it can open up new research areas as a new concept for international or transnational curriculum studies.