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.
Author(s): João M. Paraskeva
Publisher: Routledge
Year: 2015
Cover
Title
Copyright
Dedication
Contents
Foreword: Ruthlessness and the Forging of Liberatory Epistemologies: An Arduous Journey
Introduction
1 The Critical Surge Within the Critical Approaches
2 Epistemicides and the Yoke of Modernity: Coloniality of Knowledges and of Beings
3 The Idea of Africa or Africa as an Idea
4 The Islamic Conundrum: Lost (of) History or History Lost
5 Oh, Oh, Is He or She European? What a Most Extraordinary Thing ...
6 To Deterritorialize: Working Toward an Itinerant Curriculum Theory
7 Toward an Alternative Thinking of Alternatives
Conclusion: Itinerant Curriculum Theory: A Reiteration
Index
