The purpose of this study was to describe attitudes of first and second grade teachers in Benin, toward school science and their instructional preferences (inquiry-based and traditional noninquiry-based instruction), and determine some factors that could explain these attitudes and preferences. Three hundred (N = 300) preparatory classroom teachers (first and second grades) were randomly selected and surveyed regarding their attitudes and preferences. Data was gathered via the Revised Science Attitude Scale, the Science Teachers' Ideological Preference Scale, and open-ended questions. The results indicated that first and second grade teachers have a low regard for school science and low level of orientation toward both inquiry-based and traditional instruction. This means that these teachers rejected traditional approaches of science teaching but at the same time did not accept inquiry teaching as a legitimate alternative. Participants' low level of orientation towards inquiry-based instruction could be explained by three dimensions of attitude; handling (handling of science equipment), time (time required to prepare and teach science), and need (the basic needs students have for science). However, time and handling significantly contributed to their orientation towards traditional noninquiry-based instruction. Four categories from the open-ended responses -perceived instructional practices, studentcenteredness of the curriculum, lack of materials and supplies, and training -were used to understand and further explain participants' attitudes and instructional preferences.

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Internationalization of curriculum discourse (ICD), one of the most important issues in the curriculum field, can mean different things to different scholars. The purpose of this study was to explore and describe curriculum scholars' perception of the internationalization of curriculum discourse and investigate emerging issues and trends. Participants were eight curriculum scholars selected from Africa, Europe, and the United States of America. Data were collected through e-mail conversations and interviews. The findings showed that ICD might not only bring opportunities to collaborate, openness to diversity, inclusion of multiple voices, expansions of knowledge, and collaboration on various projects, but also concerns of ideological domination, philosophical hegemony, and post-colonial agenda.