Decanonizing the Field
Chapter 1. Opening up Curriculum Canon to Democratize Democracy
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OPENING UP CURRICULUM CANON TO DEMOCRATIZE DEMOCRACY*
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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