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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 11. Curriculum Theory, Education Policy, and “The Recurring Question of the Subject”


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Tero Autio

One of the most dramatic transitions of the last several decades has been the end of the Cold War and the division of the political globe into two competing models of society. All of the Baltic States—Estonia, Latvia, and Lithuania—have experienced that historical shift in a most thorough way, and the full realization of that change is still an ongoing process, at least on a cultural level. Education is always entering the core when radical historical changes are taking place, and the Baltic States are no exceptions to this rule. In order to understand the respective national reflections and refractions of how international educational influences have come to be interpreted locally (without going into national idiosyncrasies), I will draw on a historical and theoretical “big picture” in terms of increasingly inter- or transnational educational policy, curriculum theory, and practice. For reasons of space and my limited local knowledge, I do not draw conclusions in regard to respective Baltic countries but rather present them to the reader on the basis of (shifting) international trends presented in this short review.

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