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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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Contributors

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Vanessa de Oliveira Andreotti holds a Canada Research Chair in Race, Inequalities and Global Change at the Department of Educational Studies, University of British Columbia. Her research focuses on the historical and systemic patterns of reproduction of inequalities through educational processes and how these limit or enable possibilities for collective existence and global change.

Tero Autio (Ph.D., University of Tampere, Finland) has served as professor of curriculum theory in the University of Tampere and is currently at Tallinn University, Estonia. His research interests cover curriculum theory and history in the Americas, Europe, and China, theories of politics, Eastern and Western theories of subjectivity, and (trans)national education policies and their effects on teachers’ work. He has done research on curriculum in North and South America, Europe, and China.

Bernadette Baker is Professor in the Department of Curriculum and Instruction, University of Wisconsin-Madison, USA and Professor of Education Research at Queensland University of Technology, Australia. Her research areas include philosophy, history, comparative cosmology and sociology as they intersect with curriculum studies and transnational and postfoundationalist ← 723 | 724 → approaches. She has published widely in educational philosophy, curriculum studies, history of education, disability studies, and cultural studies journals.

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