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Curriculum

Decanonizing the Field

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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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Part III: Curriculum inquiry: re-thinking/de- canon the canon

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part iii curriculum inquiry: re-thinking/de-canon the canon · 1 3 · epistemicides Toward an Itinerant Curriculum Theory* João M. Paraskeva The perilous balance of our society, Galeano (1997) claims, “depends on the perpetuation of injustice. The deprivation of the majority is necessary so that the waste of a few is possible” (p. 215). Our society “incapable of fighting poverty, it fights the poor, while the dominant culture, a militarized culture, worships the violence of power” (Galeano, 1997, p. 216). The curriculum field is not innocent in this social tragedy. Despite some remarkable counter- hegemonic challenges to this social saga within and beyond the field (Paraskeva, 2011), the truth of the matter is that the field keeps legitimat- ing one of the most lethal enzymes of the dissemination of such injustice; dominant curriculum practices and theoretical approaches legitimate specific Western Eurocentric modes of thinking (Walsh, 2012, p. 12). Historically, cur- riculum hegemonic groups – even specific progressive movements – persisted in perpetuating the impossibility of “the yet to come possibility” (Andreotti and Souza, 2012, p. 3) of different epistemologies within and beyond the Western Eurocentric platform, imposing a totalitarian “discourse of truth” * 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. 262 joão m. paraskeva (Cusset, 2008, p. 131), one that “objectivity is synonymous with subjectiv-...

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