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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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Preface: Against Canonphobia. Curriculum as Political

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PREFACE

Against Canonphobia. Curriculum as Political

William M. Reynolds

What’s going on in education around the world is part of what I oftentimes called a recovery movement. A recovery of dominant power; whether it be colonial power with new forms of colonialism; whether it be gendered power with new forms of patriarchy; racial power with new forms of the recovery of white supremacy; whether it be class power with new forms of class elitism and of global Empire that exist and unfortunately no matter where I go now, Education plays the role of helping to support that empirical behemoth.

—Kincheloe, 2007

Instead, we are told—not surprisingly by the knowledge fund reformers and billionaire gurus – that schooling is about the production of trained workers; memorization is more important than critical thinking; standardized testing is better than teaching students to be self-reflective; and learning how to read texts critically is not as important as memorizing discrete bodies of allegedly factual knowledge.

—Giroux, 2012

We are living in dark times for education/schooling and the world. Democracy (United States’ style) is spread around the world at the point of a gun or from the ever-present targeted space of drones. Take our democracy or else. Fear dominates the landscape. Populations are willing to trade their freedom(s) for a false sense of security. Drones, security cameras, iPhone tracking, and advance imaging technology at airports all promise us...

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