Description
Book SynopsisCurriculum: 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 cu
Table of ContentsContents: 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:
