This volume represents the first exploration of caste in the field of curriculum studies, challenging the ongoing silence around the issue of caste in education and curriculum theory. Presenting comprehensive critical examination of caste as a category of domination and oppression in the colonial power matrix, chapters confront Eurocentric educational epistemologies which deny the existence and influence of caste. The book examines the impact of such silence in educational policy, praxis, and curriculum, and draws from leading scholars to illustrate the fluidity of power and oppression in the caste system. By challenging historical, cultural, and institutional origins of caste and foregrounding perspectives from outside Western epistemological frameworks, the book pioneers a critical approach to integrating caste in educational debate to interrupt social and cognitive injustices. In so doing so, the volume advocates for an alternative, non-derivative curriculum reason, through an itinerant curriculum theory as a path toward the emergence of a critical Dalit educational theory. As such, it makes a vital contribution for scholars and researchers looking to refine and enhance their knowledge of curriculum studies by highlighting the importance of theorizing caste in the role of education.

The volume provides crucial approaches from leading educators, curriculum theorists, and pedagogues since the emergence of curriculum as a field of studies. It underlines the wrangles within and beyond hegemonic and counter-hegemonic curriculum inquiry exploring the advances, accomplishments, and frustrations of a particular radical critical river of intellectuals—what Paraskeva calls the "generation of utopia"—in the struggle for a just society. "Thanks to a keenly discerning eye, Paraskeva has crafted an essential tool for stepping back and taking epistemological stock of the course the field has taken and the directions in which it is now being steered."—Cathryn Teasley, University of A Coruña, Spain "‘Under one roof’ Paraskeva captures the writings, ruminations, and reflections of germinal authors from what I characterize as the ‘porous’ field of curriculum studies."—Todd, Price National Louis University, USA "Paraskeva strikes again and provides key foundational documents in a volume that should be examined by all educators committed to social and cognitive justice."—James Jupp, University of Texas Rio Grande Valley, USA "Paraskeva’s reader is imperative to those unhappy with the current state of the field and who want to know how curriculum theorizing relates to other areas of thinking."—Fatma Mızıkacı, Ankara University, Turkey "João Paraskeva’s edited book offers a wonderfully comprehensive examination of the leading and common means of theorizing knowledge in educational thought."—Anthony Brown, University of Texas, Austin, USA "Paraskeva’s volume provides a powerful understanding of the struggles between hegemonic perspectives and a dispersed counter-hegemonic radical critical river—as he insightfully labeled ‘a generation of utopia’—a river of hope and possibility."—Maria Nikolakaki, University of Peloponnese, Greece