During the 1990’s there was an ongoing dialogue about the Nordic field of curriculum theory in the tension field between a Northern European tradition of didaktik and an Anglo-Saxon tradition of curriculum studies (cf. Gundem & Hopmann, 1998). Since then, curriculum research in the Nordic countries has expanded, both numerically and in terms of content. It can also be noted that there is an increasing interest in the Nordic dimensions in education lately (e.g. Krejsler & Moos, 2021; Tröhler, et al., 2023). Although with some exceptions (see Krogh, Qvortrup & Ting Graf, 2021) the efforts to collect and communicate Nordic contributions to the international field of curriculum research to a wider international audience in a coherent way has been quite sparse. In this presentation we present an idea of an edited volume where we intend to collect cutting edge curriculum research from the Nordic countries that mirrors both historical trajectories, foundational approaches and the current state of Nordic curriculum research as a diverse and dynamic field of research. In this work in progress we invite the Nordic research community into a dialogue on what are the important historical trajectories and the promising perspectives and approaches in contemporary curriculum research from a Nordic perspective to include in such a volume? By bringing contributions from different curriculum traditions in the Nordic countries together in a dialogue on central curriculum issues we hope that the book project presented can offer helpful insights as well as act as a catalyst for the development of new ideas and research foci within the field of curriculum research.