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The Curriculum

Whose Internationalization?

Edited By João M. Paraskeva

The Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force – created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 – in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.
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Chapter Four: Las Etapas de la Educación y Revolución: Literacy, Communism, and Democracy from Raúl Ferrer to Tao Xingzhi


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Las Etapas DE LA Educación y Revolución

Literacy, Communism, and Democracy from Raúl Ferrer to Tao Xingzhi



The purpose of this chapter is to challenge the curriculum studies field, to call into question the need for a Western canon of reconceptualization of the curriculum studies and instead argue for (re)considering what “revolutionary education” would look like, especially with respect to curriculum and to curriculum study(s).

The restlessness of higher education faculty appears to be evident in the intellectual dissensus around the overall meaning of the corporate-style reform movement or what Michael Apple and others deemed the New managerialism (Apple, 2012). While it appears that many higher education faculty have either embraced or resigned themselves to the inevitability of corporate influence—if not hegemonic control of the means and ends of education at almost all levels—several interesting examples of counterhegemonic activity abound. A few organizations whose research practices call for reclaiming the curriculum and pedagogy field from corporate education reform are demonstrating that counterhegemonic forms of resistance are growing. One example is CReATE, “a network of over 100 professors from numerous Chicago-area universities who specialize in educational research and who work collectively to conduct, review, and distribute studies in order to promote public learning and dialogue about education issues” (see Another example is Edu4, a coalition of...

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