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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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Part V: Curriculum (counter)discourses


part v curriculum (counter)discourses · 2 5 · intercultural curriculum in neonationalist europe Between Neonationalism and Austerity Giovanna Campani Introduction In comparison to their peers, many of the children coming from migrant backgrounds1 have lower levels of school performance. There are fewer migrant children enrolling in pre-primary and higher education. Furthermore, the share of early school leavers is much higher among these children. In some countries, these issues have worsened from the first to second generation migrants, indicating that education systems are failing to promote integration. This statement, quoted from the green paper “Migration & Mobility: Chal- lenges and Opportunities for EU Education Systems” (European Commis- sion, Education Committee, 2008) has been confirmed by numerous studies conducted in each European country, including those by the “Programme for International Students Assessment” (PISA), which evaluates all European Union (EU) member states. Two reports are especially meaningful: the PISA 2009 Results: Learning Outcomes of Students with an Immigrant Background (OECD, 2010) and Untapped Skills: Realising the Potential of Immigrant Chil- dren (OECD, 2012).2 All of these studies agree that the causes of this phenomenon (under- performance by children from immigrant backgrounds) cannot be attributed to children’s individual characteristics. On the contrary, it results from a 482 giovanna campani combination of factors that are principally the consequence of educational system attributes and the educational policies implemented by the coun- tries of destination. Important factors are the degree of differentiation and the degree of standardization (which play an important role in relation to class differences as...

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