Decanonizing the Field
Part I: The curriculum field
part i the curriculum field · 1 · opening up curriculum canon to democratize democracy* João M. Paraskeva Curriculum is one of the great apparatuses designed to produce and reproduce an hegemonic modern(ity) way of existing and thinking. It was undeniably one of the official apparatuses. The curriculum as we know it not only paves the way for a blind epistemology, but also it was forged within a blind episte- mology to use Sousa Santos, (2001) terms. We are before a paradigm with its days numbered since its inception – despite some noteworthy achievements, let’s concede – that was “organized around a bounded discrepancy between social experience and social expectations” (Sousa Santos, 2001, p. 253). That is, the field was swimming in a paradoxical set of waves in which “seen from the perspective of social experiences, social expectations are excessive, and vice versa, seen from the perspective of social expectations social experiences are deficient” (Sousa Santos, 2001, p. 253). Curriculum engaged in a cruel phi- losophy of praxis, one that completely neglected that “all knowing is knowing of a certain ignorance and that all ignorance is ignorance of a certain know- ing” (Sousa Santos, 2001, p. 253). The unsustainability of curriculum as a full * My most recent work has been profoundly influenced by a compound epistemological yarn of Western and non-Western approaches, and countless debates with a myriad of colleagues and friends around the world. Within this yarn I would like to highlight the work of Boaventura de Sousa Santos. 4 jo...
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