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Curriculum

Decanonizing the Field

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Edited By 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 31. The Curriculum and the Classroom

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THE CURRICULUM AND THE CLASSROOM1

Joe L. Kincheloe

I have a vision of teachers who are self-directed scholar-professionals who produce their own knowledges and diagnose the needs of their students. In this empowered vision of the profession, teachers are also curriculum developers. Here a central theme reemerges: the struggle in the twenty-first century for teachers to control their profession and engage in meaningful pedagogies in light of efforts to control and standardize every dimension of their work. A key dimension of the effort to become self-directed professionals involves teachers operating as curriculum developers. This chapter focuses on what it might mean to be a teacher who is a curriculum developer.

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