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Decanonizing the Field


Edited By João M. Paraskeva and Shirley R. Steinberg

Curriculum: Decanonizing the Field is a fresh and innovative collection that is concerned with the totalitarian Western Eurocentric cult that has dominated the field of curriculum studies. Contributors to this volume challenge dominant and counter-dominant curriculum positions of the Western Eurocentric epistemic platform. At a time when the field laudably claims internationalization as a must, arguments presented in this volume prove that this «internationalization» is nothing more than the new Western expansionism, one that dominates all other cultures, economies and knowledges. Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power. The volume is essential reading for anyone involved in one of the most important battles for curriculum relevance – the fact that there is no social justice without cognitive justice.


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Table of Contents


Preface: Against Canonphobia. Curriculum as Political ix William M. Reynolds Acknowledgments xiii Part I. The Curriculum Field 1 Chapter 1. Opening up Curriculum Canon to Democratize Democracy 3 João M. Paraskeva Chapter 2. Dewey and the Herbartians: The Genesis of a Theory of Curriculum 39 Herbert M. Kliebard Chapter 3. The Discursive Roots of Community: A Genealogy of the Curriculum 53 Barry M. Franklin Chapter 4. A Marxian and Radical Reconstructionist Critique of American Education: Searching Out Black Voices 67 William Watkins Chapter 5. Arresting the Decline of Integrity in Curriculum Studies in the United States: The Policy of Opportunity 99 William G. Wraga vi curriculum: decanonizing the field Chapter 6. Undoing Double Binds in Curriculum: On Cosmopolitan Sensibilities in U.S. Curriculum Studies 111 James C. Jupp Chapter 7. In Search of the Lost Curriculum 137 José Félix Angulo Rasco Part II. The Political and the Power of the Personal 157 Chapter 8. Dialectics and the Development of Curriculum Theory 159 Henry A. Giroux Chapter 9. Autobiography and an Architecture of Self 177 William Pinar Chapter 10. Subject Matters? Curriculum History, the Legitimation of Scientific Objects, and the Analysis of the Invisible 195 Bernadette Baker Chapter 11. Curriculum Theory, Education Policy, and “The Recurring Question of the Subject” 233 Tero Autio Chapter 12. Poststructuralism in Curriculum Policies in Brazil 243 Alice Casimiro Lopes and Elizabeth Macedo Part III. Curriculum Inquiry: Re-Thinking/De-Canon the Canon 259 Chapter 13. Epistemicides: Toward an Itinerant Curriculum Theory 261 João M. Paraskeva Chapter...

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