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Towards a Just Curriculum Theory: The Epistemicide responds to a
need for 'alternative ways of thinking about alternatively' about
education and curriculum. It challenges the functionalism of both
dominant and specific counter-dominant education and curriculum
perspectives and in so doing suggests an Itinerant Curriculum
Theory (ICT) as a new path for the field. The volume brings
challenges critical educators to decolonize and to
deterritorialize, providing scholars and educators a more nuanced
analysis. By offering strategies to achieve a just curriculum
theory, and by positioning curriculum theory to establish social
and cognitive justice, this book aims to educate a more just and
democratic society. With contributions from leading scholars across
the field education, this volume argues that to deny the existence
of any epistemological form beyond the Western mode can be a form
of social fascism, which leads to an uncritical reading of history.
Together, the essays offer and encourage a more deliberative,
democratic engagement that seeks to contextualize and bring to life
diverse epistemologies, value-sets, disciplines, theories,
concepts, and experiences in education and beyond.
As a follow-up to Towards a Just Curriculum Theory and Curriculum
Epistemicide , this volume illuminates the challenges and
contradictions which have prevented critical curriculum theory from
establishing itself as an alternative to dominant Western
Eurocentric epistemologies. Curriculum and the Generation of Utopia
re-visits the work of leading progressive theorists and draws on a
complex range of epistemological perspectives from the Middle East,
Africa, Southern Europe, and Latin America. Paraskeva illustrates
how counter-dominant narratives have been suppressed by neoliberal
dynamics through an exploration of key issues including: itinerant
curriculum theory, globalization and internationalization, as well
as utopianism. Foregrounding critical curriculum theory as a vector
of de-colonization and de-centralization, the text puts forth
Itinerant Curriculum Theory (ITC) as an alternative form of
anti-colonial, theoretical engagement. This work forms an important
addition to the literature surrounding critical curriculum theory.
It will be of interest to post-graduate scholars, researchers and
academics in the fields of curriculum studies, curriculum theory,
and critical educational research.
Around the world, curriculum - hard sciences, social sciences and
the humanities - has been dominated and legitimated by prevailing
Western Eurocentric Anglophone discourses and practices. Drawing
from and within a complex range of epistemological perspectives
from the Middle East, Africa, Southern Europe, and Latin America,
this volume presents a critical analysis of what the author,
influenced by the work of Sousa Santos, coins curriculum
epistemicides, a form of Western imperialism used to suppress and
eliminate the creation of rival, alternative knowledges in
developing countries. This exertion of power denies an education
that allows for diverse epistemologies, disciplines, theories,
concepts, and experiences. The author outlines the struggle for
social justice within the field of curriculum, as well as a basis
for introducing an Itinerant Curriculum Theory, highlighting the
potential of this new approach for future pedagogical and political
praxis.
Towards a Just Curriculum Theory: The Epistemicide responds to a
need for 'alternative ways of thinking about alternatively' about
education and curriculum. It challenges the functionalism of both
dominant and specific counter-dominant education and curriculum
perspectives and in so doing suggests an Itinerant Curriculum
Theory (ICT) as a new path for the field. The volume brings
challenges critical educators to decolonize and to
deterritorialize, providing scholars and educators a more nuanced
analysis. By offering strategies to achieve a just curriculum
theory, and by positioning curriculum theory to establish social
and cognitive justice, this book aims to educate a more just and
democratic society. With contributions from leading scholars across
the field education, this volume argues that to deny the existence
of any epistemological form beyond the Western mode can be a form
of social fascism, which leads to an uncritical reading of history.
Together, the essays offer and encourage a more deliberative,
democratic engagement that seeks to contextualize and bring to life
diverse epistemologies, value-sets, disciplines, theories,
concepts, and experiences in education and beyond.
As a follow-up to Towards a Just Curriculum Theory and Curriculum
Epistemicide , this volume illuminates the challenges and
contradictions which have prevented critical curriculum theory from
establishing itself as an alternative to dominant Western
Eurocentric epistemologies. Curriculum and the Generation of Utopia
re-visits the work of leading progressive theorists and draws on a
complex range of epistemological perspectives from the Middle East,
Africa, Southern Europe, and Latin America. Paraskeva illustrates
how counter-dominant narratives have been suppressed by neoliberal
dynamics through an exploration of key issues including: itinerant
curriculum theory, globalization and internationalization, as well
as utopianism. Foregrounding critical curriculum theory as a vector
of de-colonization and de-centralization, the text puts forth
Itinerant Curriculum Theory (ITC) as an alternative form of
anti-colonial, theoretical engagement. This work forms an important
addition to the literature surrounding critical curriculum theory.
It will be of interest to post-graduate scholars, researchers and
academics in the fields of curriculum studies, curriculum theory,
and critical educational research.
This book challenges educators to be agents of change, to take
history into their own hands, and to make social justice central to
the educational endeavor. Paraskeva embraces a pedagogy of hope
championed by Paulo Freire where people become conscious of their
capacity to intervene in the world to make it less discriminatory
and more humane.
This book challenges educators to be agents of change, to take
history into their own hands, and to make social justice central to
the educational endeavor. As a scholar immersed in a language of
possibility, Paraskeva unabashedly embraces a pedagogy of hope
championed by Paulo Freire where men and women of the world become
conscious of their capacity as agents of history who can intervene
in the world so as to make it less discriminatory and more humane.
Since its original publication, Conflicts in Curriculum Theory has
firmly established itself as the key volume that not only advanced
alternative ways to think about education and curriculum but also
introduced innovative scholarship and a radical conceptual grammar
for the field. In this revised second edition, Paraskeva addresses
current epistemological shifts and avenues within and beyond
counter-dominant Eurocentric curriculum perspectives. In this
second edition, which includes a new introduction, he provides a
critical examination of the modern Eurocentric curriculum and
introduces readers to new theoretically rich concepts of
"curriculum momentism," "curriculum involution", and "curriculum
Occidentosis", pushing the curriculum debate far beyond the
classical Eurocentric matrix.
Around the world, curriculum - hard sciences, social sciences and
the humanities - has been dominated and legitimated by prevailing
Western Eurocentric Anglophone discourses and practices. Drawing
from and within a complex range of epistemological perspectives
from the Middle East, Africa, Southern Europe, and Latin America,
this volume presents a critical analysis of what the author,
influenced by the work of Sousa Santos, coins curriculum
epistemicides, a form of Western imperialism used to suppress and
eliminate the creation of rival, alternative knowledges in
developing countries. This exertion of power denies an education
that allows for diverse epistemologies, disciplines, theories,
concepts, and experiences. The author outlines the struggle for
social justice within the field of curriculum, as well as a basis
for introducing an Itinerant Curriculum Theory, highlighting the
potential of this new approach for future pedagogical and political
praxis.
The Curriculum: Whose Internationalization? asks a series of
important questions in the re-examination of the
internationalization of curriculum studies. It reflects the work of
the Internationalization of Curriculum Studies Task Force - created
at the American Association for the Advancement of Curriculum
Studies annual meeting in New Orleans in 2011 - in the context of
new theoretical avenues such as the Itinerant Curriculum Theory
(ICT) to help address issues related to the problematic nature of
internationalization and globalization.
The Curriculum: Whose Internationalization? asks a series of
important questions in the re-examination of the
internationalization of curriculum studies. It reflects the work of
the Internationalization of Curriculum Studies Task Force - created
at the American Association for the Advancement of Curriculum
Studies annual meeting in New Orleans in 2011 - in the context of
new theoretical avenues such as the Itinerant Curriculum Theory
(ICT) to help address issues related to the problematic nature of
internationalization and globalization.
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.
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.
Globalisms and Power examines the effects neoliberal globalization
is having on Spanish and Portuguese educational and curriculum
policies and practices. The book dissects the nexus between
globalization (or globalisms) and power under a global policy
momentum, and analyzes how neoliberal globalization strategies
eagerly led by nongovernmental institutions determine the
educational agenda in each nation. Both Portugal and Spain were
subjugated by military dictatorships for more than four decades:
their education systems were laced with an authoritarian,
militaristic, racist, and xenophobic ideology. Both countries'
secular authoritarian and conservative religious traditions are now
dangerously entangled with the demands of neoliberal ideologies.
Shedding light on how education and curriculum policies and
practices are determined and how they, in turn, determine the
dynamics of ideological production in society, this book unmasks
the massive artillery borrowed from the private sector to fix
public education and lays bare the fact that nothing is natural,
normal, or inevitable in this corporate global momentum.
This book challenges educators to be agents of change, to take
history into their own hands, and to make social justice central to
the educational endeavor. Paraskeva embraces a pedagogy of hope
championed by Paulo Freire where people become conscious of their
capacity to intervene in the world to make it less discriminatory
and more humane.
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