Curriculum

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.

Autorentext

João M. Paraskeva is Full Professor at the University of Massachusetts, Dartmouth, where he is founder and Chair of the Department of Educational Leadership and Program Director of the EdD/PhD in Educational Leadership and Policy. He is also Director for the Center for Portuguese Studies and Culture at Umass Dartmouth. His latest books are Transformative Educators and Researchers for Democracy: Dartmouth Dialogues (co-edited with Thad LaVallee, 2015), International Critical Pedagogy Reader (co-edited with Antonia Darder and Peter Mayo, 2015) and Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies: Education, Politics and Public Life (2011/2014).
Shirley R. Steinberg is Research Professor of Youth Studies at the University of Calgary and the Director of the Institute of Youth and Community Research at the University of the West of Scotland. She is a prolific author and international speaker, and was recently awarded lifetime achievement awards for Social Justice from Chapman University and from the International Conference on Critical Media Literacy.

Inhalt

Contents: William M. Reynolds: Preface: Against Canonphobia. Curriculum as Political - Acknowledgments - The Curriculum Field - João M. Paraskeva: Opening up Curriculum Canon to Democratize Democracy - Herbert M. Kliebard: Dewey and the Herbartians: The Genesis of a Theory of Curriculum - Barry M. Franklin: The Discursive Roots of Community: A Genealogy of the Curriculum - William Watkins: A Marxian and Radical Reconstructionist Critique of American Education: Searching Out Black Voices - William G. Wraga: Arresting the Decline of Integrity of Curriculum Studies in the United States: The Policy of Opportunity - James C. Jupp: Undoing Double Binds in Curriculum: On Cosmopolitan Sensibilities in U.S. Curriculum Studies - José Félix Angulo Rasco: In Search of the Lost Curriculum - The Political and the Power of the Personal - Henry A. Giroux: Dialectics and the Development of Curriculum Theory - William Pinar: Autobiography and an Architecture of Self - Bernadette Baker: Subject Matters? Curriculum History, the Legitimation of Scientific Objects, and the Analysis of the Invisible - Tero Autio: Curriculum Theory, Education Policy, and «The Recurring Question of the Subject» - Alice Casimiro Lopes and Elizabeth Macedo: Poststructuralism in Curriculum Policies in Brazil - Curriculum Inquiry: Re-Thinking/De-Canon the Canon - João M. Paraskeva: Epistemicides: Toward an Itinerant Curriculum Theory - George J. Sefa Dei: Revisiting the Question of the «Indigenous» - Vanessa de Oliveira Andeotti: Renegotiating Epistemic Privilege and Enchantments with Modernity: The Gain in the Loss of the Entitlement to Control and Define Everything - Dennis Carlson: Curriculum Inheritance: The Field, the Canon, and the Crisis of the Postmodern University - Susan Jean Mayer: Canons as Neocolonial Projects of Understanding - The Dynamics of Ideological Production - Patti Lather: Ideology and Methodological Attitude - Ana Sánchez-Bello: The Voices of Women in Curriculum Tensions - LaGarrett J. King, Crystal Simmons, and Anthony L. Brown: Revisionist Ontology and the Historical Trajectory of Black Curriculum - Cameron McCarthy: The New Terms of Race in Light of Neoliberalism and the Transforming Contexts of Education and the City in the Era of Globalization - Shirley R. Steinberg: Early Education as a Gendered Construction - Soraya Isabel de Barros: The Cape Verdean Language and Identity Question: Pride, Politics of Negation, or Willful Ignorance? - Elizabeth Janson: Globalization: The Lodestone Rock to Curriculum - Curriculum (Counter)Discourses - Giovanna Campani: Intercultural Curriculum in Neonationalist Europe: Between Neonationalism and Austerity - Jurjo Torres Santomé: The Intercultural Curriculum: Networks and Global Communities for Collaborative Learning - Shervani K. Pillay: Curriculum as Discourse: From Africa to South Africa and Back - José R. Rosario: Curriculum, Nuyorican Memoirs, and the Improvisation of Identity: From What to Make of «Them» to How «Them» Might Make Themselves - João Rosa: Under the Gaze of Neoliberal Epistemology: Dislocating the National Curriculum and Re-Engineering the Citizen - Silvia Redon: Voices of the Curriculum to the South of Latin America: The Subject, the History, and the Politics - Teacher Education, Narratives, and Social Justice - Joe L. Kincheloe: The Curriculum and the Classroom - Silvia Edling: «Who» Is Teacher Education? Approaching the Negative Stereotypes of Teacher Education - Anneli Frelin: Curriculum, Didaktik, and Professional Teaching: Conceptual Contributions from the Intersections of Curriculum Studies in an Age of «Crisis» in Education - Maria Alfredo Moreira: