As we move inexorably towards the second decade of this millennium, there is increasing urgency about questions relating to the process of schooling, the nature of its curricula and the consequences for student engagement, learning and future citizenship. This book explores the potential contribution of curriculum integration in a context where school curricula segregated by discipline remain the norm, despite the fact that most, if not all, of the world#xE2;#xAC;"s problems are interdisciplinary. If school education is to develop citizens who can at least understand the issues which presently challenge our political leaders, it can only be done by integrating at least some parts of current school curricula. Informed citizens, who can think broadly across disciplines, will be those who can contribute to sensible action for local problems with a global flow-on. In response to these issues, the authors explore the nature of curriculum integration, the nature of knowledge, and the nature of learning, reflecting on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships between, curriculum integration, knowledge and learning and what are desirable outcomes of schooling in this century.