This article presents a review of three chapters in "Part II, Section E: Internationalizing Curriculum" and one chapter in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination" (Donna Deyhle, Karen Swisher, Tracy Stevens, Ruth Trinidad Galvan. Chapter 16, pp. 329-348); "Globalization and Curriculum" (Kathryn M. Anderson-Levitt. Chapter 17, pp. 349-368); "Community Education in Developing Countries: The Quiet Revolution in Schooling" (Joseph P. Farrell. Chapter 18, pp. 369-389); and "The Landscape of Curriculum and Instruction: Diversity and Continuity" (F. Michael Connelly, Shijing Xu, Chapter 26, pp. 514-533)] include, in various ways and to varying degrees, continuous historical perspectives on Indigenous studies, international comparative curriculum, community education in developing countries, and the field of curriculum and instruction in general. They summarize the continuous development of the particular field in the past, presents the current situation and projects and/or makes recommendations for its future advancement. In addition these chapters demonstrate converging or diverging movements in their respective areas of research. The authors point out how their areas of research have come to share more and more commonalities. At the same time, they note the strong tendencies of localization, including adaptation as well as resistance to the converging power of uniformity. In this review, Li introduces the reader to the Daoist lens through which the chapters were read, and then offers her view about the continuous historical perspectives in each chapter. She concludes this essay with a discussion from the Daoist perspective about internationalizing curriculum. (Contains 1 note.)