Itinerant Curriculum Theory
Decolonial Praxes, Theories, and Histories
Table Of Contents
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- Section I: Decolonial Curriculum Praxes
- Nutmeg Curriculum
- Resistant Traditions of the Rio Grande Valley, Aztlán
- Itinerant Curriculum Theory: Navigating the Waters of Power, Identity, and Classroom Praxis
- “And the Linguistic Minorities Suffer What They Must?”: A Review of Conflicts in Curriculum Theory Through the Lenses of Language Teacher Education
- Welcome to the New Taylorism! Teacher Education Meets Itinerant Curriculum Theory
- A Dialogue with Dwayne Huebner: Rethinking the Ways of Knowing, Being, and Speaking within and about Schools
- Section II: Decolonial Curriculum Theories
- Territorializing-Deterritorializing: The Tireless Path of Becoming Less Incomplete
- Against Epistemological Fascism: The (Self) Critique of the Criticals—A Reading of Paraskeva’s Itinerant Curriculum Theory
- Itinerant Curriculum Theory Against Epistemicides: A Dialogue between the Thinking of Santos and Paraskeva
- Itinerant Curriculum Theory Revisited on a Non-Theoricide towards the Canonicide: Addressing the “Curriculum Involution”
- Section III: Decolonial Curriculum Histories
- Selection of From Simón Rodríguez to Paulo Freire: Education towards the Integration of Iberoamerica
- Decolonial-Hispanophone Curriculum: A Preliminary Sketch and an Invitation to a South-South Dialogue
- The Longue Durée of the Geopolitics of Curriculum
- A Deterritorialized Critical Pedagogy for Social and Cognitive Justice towards an Itinerant Curriculum Theory: An Outlook from Spain
- Section VI: Afterward
- Growing Curriculum Studies: Contributions of João M. Paraskeva
Since I finished my dissertation, I have diligently collaborated with others. Why? That is because we enter and participate in, are inseparable, really, from a telos we are enmeshed in. The dialogue with colleagues, even when difficult, is where I am doing the learning and, at times, teaching. First, I want to acknowledge all the authors that published with me here whose names appear in the table of contents. It started before Covid, and it was difficult to get to for a while with all the administrative urgencies and chair duties during that period and through the present. But I got to it. I am writing the acknowledgments. Gosh.
I am going to keep the list of acknowledgments short. When lists get too long, I think they lose their intimacy and immediacy, so I will just focus on the writing and study groups I have been in over the last several years. Most immediately, I need to thank João Paraskeva who recognized something that no one in the UnitedStatesian and Anglophone curriculum and pedagogy fields could: My reading in and intellectual pull toward Latin American critical traditions. It made all the difference. No one understood, but you did. Thanks, Comrade.
I acknowledge my ongoing conversations with writing partners in Critical Race and Whiteness Studies (CR&WS) with great affection and intimacy. These conversations persist and are of the utmost importance to me. They affect all the work I do. They give me confidence. And we need confidence to say what needs to be said in the present to avoid myths on the left and terror on the right. These writing partners from CR&WS include Pauli Badenhorst, Thea Berry, Jenna Min Shim, Tim Lensmire, Nolan Cabrera, Zac Casey, Ann Mogush Mason, Amanda Morales, Sam Tanner, Christine Sleeter, Erin Miller, Veronica Watson, Jamie Utt, Jim Scheurich, and others. All of these ongoing conversations have added to the work presented in this volume. On Anglophone terrains, the work in CR&WS is one dimension of a broad array of criticalities that need to be advanced, toward greater reflexivities and criticalities, in situ.
I also acknowledge my writing and dialogue partners on what I presently call critical curricular-pedagogical praxes (CCPP). This group is near and dear, always inspiring, sharpening my thinking. I acknowledge the support of Micaela González Delgado, Gabo Vega, Ana Laura Gallardo, Jairo Fúnez Flores, Raúl Olmo Fregoso Bailón, Ana Carolina Díaz Beltrán, Laura Jewett, and Angela Valenzuela along with graduate students Amy Montoya, Cecile Caddel, Gricelda Eufracio, Viviana Carvajal, Raúl Garza, Nora Luna, Wayne Bridges, and Patricia Ramirez. I also highlight my learning from Adriana Puiggrós, who has a translated selection in this volume, and Alicia de Alba, both foundational in El Grupo Curricular Latinoamericano at La Universidad Nacional Autónoma de México. It was a highlight in my learning to be able to present to that group last year and also to present to comrades in the la Universidad Pedagógica de Oaxaca. To the Grupo Curricular Latinoamericano, I am indebted from an intellectual standpoint, in solidarity. I wish to acknowledge my friend and collaborator Francisco Guajardo for our work at the Museum of South Texas History (MOSThistory), especially regarding the critical and place-based conscientization of many, many preservice teachers. I have learned so much from you Francisco, a storyteller of great truths.
Finally, I acknowledge support of Dean Alma Rodríguez and Associate Dean Javier Cavazos for their ongoing support of this and other similar projects taking place in the department. And thanks, especially, for the resources for the department to grow stronger. Moreover, I thank Yvette Fowler, a grad assistant in the department, who helped format and assemble early drafts of the chapters. Thanks Yvette.
Overall, I am thankful for you all, and may the anti-capitalist and antiracist struggle continue … until victory!
James C. Jupp
University of Texas Rio Grande Valley
This volume documents over a decade of itinerant curriculum theory (ICT) and associated decolonial praxes, theories, and histories. In the summer of 2013, I began discussing a symposium organized around João Paraskeva’s (2011) Conflicts in Curriculum Theory and its central, pluriversal, critical axis: ICT. As the first (Price et al., 2016) and second (Jupp et al., 2017/2022) symposia on ICT emerged, Paraskeva (e.g., 2015, 2016a, 2016b, 2018, 2021, 2023) produced additional books and articles on ICT that further fed the momentum of the work represented in this volume. After much discussion, collaboration, toil, and support from colleagues, I published the results of the symposia on ICT (Jupp, 2017) as a special section in the Journal of the American Association for the Advancement of Curriculum Studies (JAAACS). This edited volume extends the JAAACS special section by reprinting several of its articles but also by adding subsequent work on ICT. As theorized in this volume, ICT refers to specific, historicized, critical-pedagogical praxes in situ that leverage transnational, counternarrativized, bioregional, contemporary, and historical curricular resources toward the decolonial imperative in critical pedagogies.
ICT and Alternative Histories, La Educación Popular
As I understand it presently, ICT developed from important changes in thinking and doing intellectual and curriculum history, for which the notion of la educación popular (e.g., Alternativas Pedagógicas y Prospectiva Educativa en (América Latina, 2022; Gómez & Puiggrós, 1986; Puiggrós, 1980/2015, 1983/2016, 2004/2023, 2010) became emblematic in my thinking. Recalling the emergence of ICT, it is important to recognize that the work presented in this volume has undergone many iterations over the years. The first symposium on ICT (Price et al., 2016) was an all- conference session at the 2016 annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS). This meeting took place at George Washington University in Washington, DC organized by Peter Appelbaum, Brian Casemore, and myself in my final year on AAACS’s conference leadership team. The symposium was transnational, including presenters Maria Luiza Süssekind, Inês Barbosa de Oliveira, Maria Alfredo Moreira, Todd Price, and respondent João Paraskeva.
The symposium was attended by several senior and established scholars of curriculum and pedagogy including Janet Miller, Tero Autio, James Henderson, Antonio Carlos Amorim, Michael Uljens, Elizabeth Macedo, Robert Helfenbein, Peter Appelbaum, Rose Ylimaki, and Susan Mayer, among others. I think what pulled these established scholars to the first symposium, sparked interest in a second one (Jupp et al., 2017), advanced the subsequent special section in JAAACS (Jupp, 2017), and cultiminates here in this edited compendium on ICT were newly theorized potential praxes of intellectual, curricular, transnational, and bioregional histories. These newly theorized historical praxes developed into what I refer to as ICT in the definition above and throughout this compendium.
Influenced by AAACS’ commitment to intellectual and curriculum history, this compendium includes a section on histories, but fuses these histories with decolonial narratives and alternative pedagogical praxes. Departing from humanist disciplinary history (e.g., Cremin, 1964; Kaestle, 1983) or the narrower humanistic study of curriculum history proper (e.g., Davis, 1976; Kliebard, 1995; Pinar et al., 1995; Schubert 2010; Schubert et al., 2002; Seguel, 1966), decolonial and alternative histories (Fúnez Flores, 2021, 2022, 2023; Garza et al., 2021/2023; Guajardo, 1997; Guajardo & Guajardo, 2004; Guajardo et al., 2006, 2012; Jupp et al., 2020/2023; Paraskeva, 2011, Pinheiro Barbosa, 2013, 2016; Puiggrós, 2004/2023; Recio, 2023) are unarguably foundational for ICT. Demonstrated here, these histories seek to organize transnational and bioregional historical understandings and change how we think and do history in ways that inform local-yet-transnational critical curricular-pedagogical praxes.
This change in approaching history works through a critical dynamic of deterritorializing-reterritorializing (Paraskeva, 2015, 2016a, 2016b, 2017/2023a, 2021; Vega et al., 2023) curriculum and pedagogy as organized by institutions, communities, and bioregions per specific critical project (Garza et al., 2021/2023; Jupp et al., 2018, 2020/2023; Vega et al., 2023). The dynamic seeks to engage and conscientize educands (Freire, 1970/1998, 1992/2002) within specific historical-transnational struggles and resistances tied to alternative left readings of the word and world (Amin, 2008; Anzaldúa, 1987, 2009; Fúnez Flores, 2020, 2022, 2023; Jupp, 2013b; Jupp et al., 2018, 2020/2023; Paraskeva, 2015, 2016a, 2016b, 2017/2023, 2018; Recio, 2023; Vega et al., 2023).
Though forever incomplete and in-process (Paraskeva, 2015, 2016a, 2016b, 2017/2023, 2018, 2021; Vega et al., 2023), the deterritorializing- reterritorializing dynamic drives not only at differently historicizing critical understandings toward curricular-pedagogical praxes (Garza et al., 2021/2023; Garza & Jupp, Under review; Guajardo, 1997; Guajardo & Guajardo, 2004; Guajardo et al., 2006, 2012; Jupp et al., 2018; Risri Altetheiani, 2023) but also tying decolonial historical work with social- historical movements (e.g., Fúnez-Flores, 2020, 2021, 2023; González, 1967, 1969; Guevara, 2006; Marcos, 2001; Paredes, 1958; Pinheiro Barbosa, 2013, 2016; Valdez & Steiner, 1972; Walsh, 2008). Importantly, providing a response to Schwab’s (e.g., 1969, 1983) invective against reconceptualist curriculum theory in general (e.g., Pinar, 1975, 1988, Pinar et al., 1995) and US-located critical pedagogy in specific (e.g., Apple, 1979/1990, 1982/1995; Giroux, 1981, 1983/2001; McLaren, 1989/2016), ICT provides “something for curriculum professors to do” (1983, p. 239). Specifically, it asks curriculum professors to conjuncturally engage specific communities, institutional contexts, and social movements.
In relation to ICT, transnational and bioregional histories are fundamental to critical pedagogical and curricular praxes. Being-an-historian, it follows, is not to quaintly retell nationalist-humanist or disciplinary narratives as part official knowledge apparatuses, nor is it to flip-the-script of traditional humanist narratives with simplistic revisionist approaches often mistaken for critical counternarratives, nor is it to weirdly shine a perspective-bending poststructuralist “magic lantern” on the past in the present. Rather, as drawing on many, many Latin American scholars preceding ICT who narrativized critical historical alternatives in order to inform specific historical-social movements (e.g., Acuña, 1972; Anaya, 1972/1995; Galeano, 1971/2008; García Márquez, 1967/1992; Las Casas, 1552/2011; Macros, 2001; Neruda, 1950/1997; Walsh, 2008), we draw on the notion of la educación popular (e.g., APPeAL 2022, Gómez & Puiggrós, 1986; Pinheiro Barbosa, 2013, 2016; Puiggrós, 1980/2015, 1983/2016, 2004/2023, 2010) in thinking and doing ICT. From these exemplars, ICT emphasizes that the purpose of historical work is to inform what Fúnez Flores (2020, 2021) calls in this volume (2023) the longue durée of relevant critical curricular-pedagogical praxes situated within social movements or, as work being done at the University of Texas Rio Grande Valley articulates, specific and located institutional resistances (Carvajal et al., 2022; Garza et al., 2021/2023; Garza & Jupp, Under review; Guajardo, 1997; Guajardo et al., 2006, 2012; Guajardo & Guajardo, 2004; Luna et al., 2022). As a note, in this volume Raúl Olmo Fregoso Bailón and I translated and published a selection of Adriana Puiggrós’ (2004/2023) essay “From Simón Rodríguez to Paulo Freire” to document our intellectual debt owed to the anti-imperialist body of work on la educación popular in Latin America, a taproot of our work and an inspiration to us here. I thank Adriana Puiggrós for her transnational participation in this volume.
- XII, 374
- ISBN (PDF)
- ISBN (ePUB)
- ISBN (Softcover)
- Publication date
- 2023 (September)
- James C. Jupp Decolonial theory critical pedagogy curriculum studies critical curriculum theory curriculum history critical counter-narratives Itinerant Curriculum Theory Decolonial Praxes, Theories, and Histories
- New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2023. XIIk, 374 pp.