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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 19. The Voices of Women in Curriculum Tensions


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Ana Sánchez-Bello

Current channels of cultural transmission have contributed to one of the most innovative features of our societies globally: a potential interconnectivity that has never before been experienced. The limits and consequences of this interconnection are yet to be realized, but what can be noted at this time is the tension between various cultural codes (Castells, 2000). Through this conflict, we can appreciate the rise of an ideological position based on confrontation, the clash of cultures, and there is no need for dialogue (Naïr, 2006), and conclude that cultural differences are the cause of conflicts among people. At the same time, this ideology obviate labor, economic, social, political, or educational problems and therefore hide the new indentured classes that have emerged in countries with the greatest economic development (Sassen, 2003).

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