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Curriculum

Decanonizing the Field

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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 VI: Teacher education, narratives, and social justice

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part vi teacher education, narratives, and social justice · 3 1 · the curriculum and the classroom1 Joe L. Kincheloe I have a vision of teachers who are self-directed scholar-professionals who pro- duce their own knowledges and diagnose the needs of their students. In this empowered vision of the profession, teachers are also curriculum developers. Here a central theme reemerges: the struggle in the twenty-first century for teachers to control their profession and engage in meaningful pedagogies in light of efforts to control and standardize every dimension of their work. A key dimension of the effort to become self-directed professionals involves teachers operating as curriculum developers. This chapter focuses on what it might mean to be a teacher who is a curriculum developer. Good Times, Bad Times, You Know I’ve Had My Share: Dealing with a Repressive Era Contemporary efforts at educational reform, with their specified facts to be learned for standardized tests, handcuff teachers as they attempt to teach complex concepts and to connect them with the needs and lived experiences of students. In this crazy context such educators are victimized by a simplis- tic and frightened response to social change, youth-in-crisis, or a decline in standardized test scores. Putting their faith in reductionistic measurements of 612 joe l. kincheloe student memorization of disparate fragments of data, advocates of No Child Left Behind (NCLB) and other top-down reforms have no basis for evaluating more sophisticated dimensions of learning, thinking, and teaching. Indeed, they can’t measure even the traditional skills of good...

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