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Decanonizing the Field


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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Chapter 1. Opening up Curriculum Canon to Democratize Democracy


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João M. Paraskeva

Curriculum is one of the great apparatuses designed to produce and reproduce an hegemonic modern(ity) way of existing and thinking. It was undeniably one of the official apparatuses. The curriculum as we know it not only paves the way for a blind epistemology, but also it was forged within a blind epistemology to use Sousa Santos, (2001) terms. We are before a paradigm with its days numbered since its inception – despite some noteworthy achievements, let’s concede – that was “organized around a bounded discrepancy between social experience and social expectations” (Sousa Santos, 2001, p. 253). That is, the field was swimming in a paradoxical set of waves in which “seen from the perspective of social experiences, social expectations are excessive, and vice versa, seen from the perspective of social expectations social experiences are deficient” (Sousa Santos, 2001, p. 253). Curriculum engaged in a cruel philosophy of praxis, one that completely neglected that “all knowing is knowing of a certain ignorance and that all ignorance is ignorance of a certain knowing” (Sousa Santos, 2001, p. 253). The unsustainability of curriculum as a full ← 3 | 4 → blast apparatus of modernity emerged also from within, with a huge armada of radial critical scholars – swimming in a specific curriculum river – challenging curriculum’s lack of relevance (Paraskeva, 2011). Yet, it is undeniable that the struggle for relevance and for the determination of relevance (Sousa...

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