Edited By João M. Paraskeva
Chapter One: The Curriculum: Whose Internationalization?
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JOÃO M. PARASKEVA
This volume, like so many others, has an atypical history. At the 11th annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS) in New Orleans in 2011, some of us1 got together in a discussion panel regarding the internationalization of the field. While we were all struck by the importance of the theme, some of us expressed reservations regarding the way internationalization has been framed. For example, I raised a serious concern regarding the way such internationalization has been colonized and the need for it to be examined as one of the symptoms of what decolonial thinkers termed coloniality (see, e.g., Grosfoguel, 2000; Maldonado-Torres, 2008; Mignolo, 2012, 2103).
Going back to my notes, my concerns (shared by many scholars in Africa, especially Southern Africa and Latin America) were these: What does one mean by ‘internationalization’? Whose internationalization? Which language dominates this ‘internationalization’? Whose voices have been silenced? Whose knowledge has been systematically dismissed, ignored, and produced as nonexistent? To me, the internationalization move could not ignore the struggle for social justice that is indeed a struggle for cognitive justice. For me, the emphasis should be put on what Boaventura de Sousa Santos (2014) called epistemicides and what I championed in the field as curriculum epistimicides. Santos argued that Western European epistemologies have been produced and reproduced in such a way as...
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