While the internationalization of the academic field of curriculum studies has been under way in many countries for decades, its institutionalization—in the establishment of an international association (www.iaacs.org)—and its theorization (see Overly 2003; Pinar 2003; Trueit et al. 2003) are relatively recent. Internationalization can provide scholars with critical and intellectual distance from their own local cultures and from those standardizing processes of globalization against which numerous national cultures—and the school curricula designed to reproduce those national cultures—are now reacting so strongly. In this collection one discerns the promise of the internationalization of curriculum studies.¹ It is a promise kept by the scholars whose work comprises this collection.