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Curriculum Studies Guidebooks

Volume 2- Concepts and Theoretical Frameworks

Series:

Marla B. Morris

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in education; narrative inquiry in education; and qualitative studies in education.
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Chapter 7: Postcolonial curriculum concepts

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POSTCOLONIAL CURRICULUM CONCEPTS

Introduction

Postcolonialism, in the interstices of curriculum theory, is a crucial area of study for students interested in issues of colonialism, racism, and the ways in which education has been complicit with colonial aspirations. After studying postcolonialism students might begin to wonder about issues around the canon and tradition. The ideas of canon formation and tradition are political. Whose knowledge is of most worth? Out of what tradition is our knowledge born? What does this tradition mean? Whose tradition do students inherit and why? These are political questions.

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